Educators’ Perspectives on Behavioral Supports to Address Preschool Children’s Challenging Behaviors in Tribal Head Start Programs

Preschool children are expelled from early childhood education programs up to three times the expulsion rate of elementary and secondary students, and researchers have expressed concerns about this trend. The purpose of this qualitative study was to explore educators’ perspectives on behavioral supports to address preschool students’ challenging behaviors in place of exclusionary discipline in Tribal Head Start (TSH) programs. The social support pyramid and ecology systems theory were combined to provide the conceptual framework for this study. The research question was designed to gain THS educators’ perspectives on behavioral supports that address children’s challenging behaviors in place of exclusionary discipline practices. Data were collected using semistructured interviews that followed an interview protocol with 12 THS educators (six administrators, six lead teachers) who met the criteria to participate. Data were collected, transcribed, and analyzed using open, axial, and a priori coding to identify emerging categories and themes. Five themes emerged to answer the research question about behavioral supports that THS educators use in place of exclusionary discipline: Educators (a) build positive relationships with children and families, (b) create supportive environments, (c) provide intensive individualized interventions, (d) collaborate with teachers and staff, and (e) mentor/coach other educators. Findings contribute to positive social change by identifying appropriate behavioral supports that can be used in place of exclusionary discipline by educators. Policy makers can use findings for decision making benefitting all children with behavioral issues served in preschool programs.