In recent years, the alarming rates at which children face expulsion from preschool programs have caught the attention of educators, psychologists, and policymakers alike. Emerging research now sheds new light on the intricate dynamics behind why some young learners are more vulnerable to being pushed out of educational settings at such an early developmental stage. A groundbreaking study conducted by Drs. Courtney Zulauf-McCurdy, Rechele Brooks, and Andrew Meltzoff, published in Prevention Science, delves deeply into the role of parental cooperation and its profound impact on preschool expulsion rates. Their findings suggest that the nature of the parent-teacher relationship can significantly alter educators’ perceptions and responses to children’s challenging behaviors, thereby influencing expulsion decisions.
Historically, preschool expulsion has been a troubling phenomenon given the critical importance of early childhood education in shaping academic trajectories and social development. Expulsions disrupt this formative phase, often leading to cascading consequences that extend throughout a child’s educational journey. Alarmingly, the so-called “cradle-to-prison pipeline” – a term utilized by scholars and advocates to highlight the trajectory some children follow from early school exclusion to eventual involvement in the criminal justice system – is partly rooted in these early exclusions. The costs, both societal and individual, are immense, supporting the urgent need to address factors that contribute to preschool expulsion.
The study led by Dr. Zulauf-McCurdy and colleagues offers an innovative experimental approach to understanding preschool expulsion. The team focused on two pivotal teacher-centered risk factors: how teachers perceive disruptive classroom behaviors and their feelings of hopelessness about effecting behavioral change in children. Ninety-five preschool educators participated in a controlled random-assignment experiment where they were presented with detailed vignettes depicting a child exhibiting identical challenging behaviors. Crucially, the accompanying scenario regarding the child’s parents varied, describing them as either cooperative or uncooperative.
What emerged from this rigorous design was striking: teachers’ perceptions of the child’s disruptiveness and their own sense of hopelessness were markedly influenced by their impressions of parental cooperation, even though the child’s behavior remained constant. Those educators who read about uncooperative parents rated the child’s behaviors as more disruptive and expressed significantly higher feelings of hopelessness about modifying the child’s behavior. Conversely, when parents were framed as cooperative, teacher assessments became more positive, and feelings of pessimism diminished. This finding provides compelling evidence for the bi-directional nature of parent-teacher communication and its pivotal role in behavioral evaluations.
The implications of these results extend beyond mere academic curiosity, highlighting a path toward intervention that focuses on relationship-building between teachers and families. Given that early expulsion can set off a chain reaction of negative outcomes, fostering parental cooperation emerges as a potentially powerful lever to reduce exclusion rates. Encouraging open, empathetic, and collaborative dialogues could equip teachers to view challenging behaviors through a less punitive, more problem-solving lens, ultimately supporting better outcomes for children.
Contextualizing these findings requires acknowledging existing disparities in expulsion rates across different racial groups. Previous research corroborates an unsettling pattern where Black children experience expulsion at rates nearly three times higher than their White peers and almost six times higher than Latine children, even after accounting for poverty and behavior severity. While the study by Zulauf-McCurdy et al. did not focus exclusively on racial factors, the insight that teacher perceptions are so heavily influenced by external relational factors suggests that implicit biases and systemic inequities may be exacerbated or mitigated depending on the quality of parent-teacher relationships.
Moreover, the broader educational and developmental literature underscores the transformative potential of quality preschool attendance. Children who remain in inclusive, supportive early learning environments demonstrate superior long-term educational, occupational, and social outcomes compared to their peers who experience interruptions such as expulsion. This intersection of developmental science and educational policy stresses that interventions aimed at reducing preschool expulsion are not merely about immediate classroom management but about laying foundations for lifelong success.
The methodology utilized in the study—carefully controlled vignettes isolating behavior from parental cooperation—offers a model for future research aiming to disentangle complex social interactions in educational settings. By experimentally manipulating the perceived cooperation of parents, the researchers were able to show causality rather than mere correlation, a notable strength given that previous observational studies have struggled to parse out these nuances. This approach sets a new benchmark for research on early childhood education dynamics.
In practice, these findings advocate for the incorporation of training modules and professional development focused on relationship-building skills for preschool educators. Enhancing teacher capacity to engage effectively with families, particularly those who may initially seem challenging or uncooperative, could reduce feelings of hopelessness and shift evaluation metrics away from punitive disciplinary actions. School districts and policymakers should consider supporting initiatives that promote family engagement to tackle expulsion rates effectively.
The research also calls into question the resources and systemic support available to preschool teachers. Feelings of hopelessness, as identified in the study, may be fueled by high stress, lack of support, or insufficient behavioral intervention strategies. Addressing these systemic issues might further empower teachers to perceive challenging behaviors as modifiable rather than fixed attributes, particularly when backed by cooperative families.
Funding from notable organizations such as the Bezos Family Foundation, foundry10, Institute of Education Sciences, and the National Institute of Mental Health underscores the significance and multidisciplinary interest in this research area. These investments reflect a growing recognition of early childhood education as a critical pivot point for broader societal health and equity.
In conclusion, the study by Zulauf-McCurdy, Brooks, and Meltzoff represents a vital contribution to our understanding of preschool expulsion. It elucidates how parental cooperation can fundamentally reshape teachers’ perceptions and emotional responses to challenging behaviors, potentially mitigating expulsion risks. As preschool programs and educational policies evolve, integrating strategies to nurture authentic, constructive parent-teacher partnerships will be essential in creating inclusive early learning environments that support all children’s growth and development.
Subject of Research: Preschool expulsion, teacher perceptions, parental cooperation, early childhood education, behavioral interventions
Article Title: Parental Cooperation as a Protective Factor Against Preschool Expulsion: Insights from a Randomized Experiment
News Publication Date: Not specified in the source material
Web References:
- Prevention Science article: https://link.springer.com/article/10.1007/s11121-025-01838-3
- DOI: http://dx.doi.org/10.1007/s11121-025-01838-3
References:
Zulauf-McCurdy, C.A., Brooks, R., Meltzoff, A. (2025). [Title not specified]. Prevention Science. DOI: 10.1007/s11121-025-01838-3
Keywords: Preschool, Early Education, Students, Education Policy, Teacher-Parent Relationship, Preschool Expulsion, Child Behavior, Parental Cooperation
