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This issue brief provides a summary of research that identifies three dimensions that lead to suspension and expulsion: (1) absence of a deep understanding of child development with staff; (2) implicit bias; and (3) children who need more and different support than can be provided in an educational or early learning setting alone.
This video begins with stories from students from a variety of backgrounds discussing their experiences dealing with "isms" in school. The students, teachers, and administrators give tips on how to create safer and inclusive schools and environments.