Date of Conferral

9-17-2025

Degree

Doctor of Human Services (D.H.S.)

School

Education

Advisor

Sue Subocz

Abstract

Aggressive behavior can lead preschool students to be suspended in and out of school. The problem in this study was the high rate of in-school suspension (ISS) among preschool students in response to child aggressive behavior. Informed by Harvey’s domain model of social reasoning and social information processing, the purpose of this basic qualitative study was to explore perspectives of preschool teachers working in childcare centers in one city in Texas regarding children’s aggressive behavior that may lead to ISS as a response to that behavior. Four research questions probed how preschool teachers describe the level of choice exercised by children, child acceptance of social conventions, child understanding of right and wrong, and teacher concerns for safety as part of the response to aggressive behavior. Data were collected through 11 semistructured interviews with lead teachers in general education preschool classrooms in independently funded childcare centers in one Texas city. Data were analyzed using in vivo coding resulting in five themes describing children’s agency in choosing behavior, their application of social rules, their understanding of right and wrong, teacher concern for safety, and teacher actions in response to aggressive behavior. Teachers reported beliefs that aggressive children mimic behavior of peers or parents, follow rules but not school rules, and may be incapable of moral decision-making. Teachers felt responsible for children’s safety but believed ISS does more harm than good. Recommendations include replication of the study in other regions and childcare types. Positive social change may result from these findings if teachers are supported in guiding aggressive children towards prosocial behavior, resulting in less out of class time for children.

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