Imagine young children being turned away from preschool, and the crushing weight of confusion and stress their parents must endure. A study by Charis Lauren Wahman, assistant professor at Michigan State University, reveals the profound trauma caused by preschool suspensions and expulsions—particularly for Black families, where the harm is most acute.

Published in the Early Childhood Research Quarterly , the research demonstrates that preschool "counseling out" practices don't merely represent educational setbacks for children. They trigger intense feelings of "blame, shame, and rejection" among parents—emotions that can strain family relationships and create lasting psychological effects on children. The findings underscore the urgent need to reevaluate disciplinary approaches in early education, moving away from simply excluding "problem children."

The deeper issue lies in teacher training and reflective practice. Educators must develop professional skills to identify and address behavioral challenges, rather than labeling children as "troublemakers." Through proper training, teachers can learn positive guidance techniques to help children overcome difficulties and integrate into classroom communities. Simultaneously, educators should continually examine their own methods to prevent unfair treatment stemming from personal biases or stereotypes.

Only through such systemic changes can we create truly equitable, inclusive learning environments for all children—and prevent the family trauma caused by preschool exclusion.