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<p>Informal removal—defined as excluding a child from the classroom without formal documentation—remains an underexamined disciplinary practice in early care and education (ECE). Using data from the 2019 National Survey of Early Care and Education (NSECE), this study found that 47.7% of ECE educators reported asking a parent to pick up a child early due to behavioral issues within the past year. Rates of informal removal differed significantly by educator experience, degree type, academic major, age group served, Hispanic ethnicity, and urbanicity, revealing key factors underlying disciplinary disparities in ECE. Logistic regression analyses indicated that informal removal was significantly more likely among older educators, Hispanic-identifying teachers, and those with a degree in ECE, while educators with a two-year degree were less likely to report such practices. Programs serving infants, toddlers, or school-aged children, as well as those located in rural areas, also showed higher odds of informal removal. These findings highlight the need for stronger data monitoring, targeted professional development, and policy reforms to reduce exclusionary practices and advance equity in early education.</p>

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Under the Radar: Unpacking Center-based Program Providers’ Use of Informal Removals for Children with Challenging Behaviors

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月29日

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  • Songtian Zeng,
  • Zhe Gigi An,
  • Fang Xu,
  • Yujin Lee,
  • Anne Douglass

摘要

Informal removal—defined as excluding a child from the classroom without formal documentation—remains an underexamined disciplinary practice in early care and education (ECE). Using data from the 2019 National Survey of Early Care and Education (NSECE), this study found that 47.7% of ECE educators reported asking a parent to pick up a child early due to behavioral issues within the past year. Rates of informal removal differed significantly by educator experience, degree type, academic major, age group served, Hispanic ethnicity, and urbanicity, revealing key factors underlying disciplinary disparities in ECE. Logistic regression analyses indicated that informal removal was significantly more likely among older educators, Hispanic-identifying teachers, and those with a degree in ECE, while educators with a two-year degree were less likely to report such practices. Programs serving infants, toddlers, or school-aged children, as well as those located in rural areas, also showed higher odds of informal removal. These findings highlight the need for stronger data monitoring, targeted professional development, and policy reforms to reduce exclusionary practices and advance equity in early education.