One of the key goals of the PTAN Child Care Inclusion Project is to support providers who serve children with special needs so as to increase the rates of retention of children and reduce the number of times a child must change programs.

NH child care providers who are struggling to maintain a child with challenging behaviors or other special needs can call the PTAN Helpline [1-888-584-8200] to request assistance. PTAN provides free services to NH child care providers:
• Telephone consultation in the privacy of your program
• Onsite consultation from consultants’ with expertise matched to your specific need
• Individualized onsite staff development that improves your staff’s skills and satisfies licensing and credentialing requirements for in-service training

PTAN Child Care Expulsion Survey
In February 2011 PTAN surveyed a randomly selected group of NH child care programs to better understand the ‘who’, ‘what’ and ‘why’ of child care expulsions in NH.  The project collaborated with Michael Kalinowski, Ed.D, University of NH and an advisory committee that included child care teachers, administrators, Child Care Resource and Referral Coordinators, State Administrators and preschool special education coordinators.  Dr. Kalinowski managed the construction and dissemination of the survey and conducted the data analysis.  

Below is his final report, “Children with Challenging Behaviors: Survey Results from Administrators and Teachers in Licensed Early Childhood Programs in NH”. Also posted is a summary written by Project Director, Joan M. Izen as well as the survey form.

M. Kalinowski Final Report

Survey Summary

Director/Administrator Survey

Teacher/Caregiver Survey


Helpful Resources:

icon_newUS DHHS and US DOE Policy Statement on Expulsion and Suspension Policies in Early  Childhood Settings (released 12/10/14)
At the White House Summit on Early Education, Secretaries Burwell and Duncan announced the release of a policy statement on expulsion and suspension practices in early learning settings. Exclusionary discipline practices occur at high rates in early learning settings, and at even higher rates for young boys of color. The effort, part of President Obama’s My Brother’s Keeper initiative, encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs. As part of this commitment, Secretary Burwell announced that HHS will dedicate $4 million toward early childhood mental health consultation services to prevent this troubling practice and to help all children thrive in early learning settings.

Four Pieces Address Expulsion and Suspension Practices in Early Learning Settings
Preschool expulsions occur at a significantly higher rate than that of grades K-12 and are greatly disproportionate to young boys of color. Part of President Obama’s “My Brother’s Keeper Initiative” encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs. Recently, the U.S. Department of Health and Human Services’ Administration for Children and Families (ACF) worked with the American Psychological Association (APA) who highlighted this issue by hosting the following four pieces on Psychology Benefits Society, a blog from the APA Public Interest Directorate:

Specific Tips for Communicating Concerns with Parents
Suggestions for talking to parents about your concerns for a child’s development from the
Cooperative Extension website

Expelled from Preschool: Why shutting out 3- and 4-year olds with challenging behavior isn’t working.  By Deirdre Wilson
This article recently published in the BostonParents Paper explains why expelling children from early childhood programs doesn’t work for the child, the family or the program.Expelled from Preschool | Boston Parents Paper

Implementing Policies to Reduce the Likelihood of Preschool Expulsion  This policy brief  by Walter S. Gilliam, examines factors associated with expulsion from prekindergarten. The author specifically addresses those factors that may inform changes in policy that can be both implemented and regulated. It is available online at