teachers in addressing challenging behavior in the classroom. For example, teachers often called the center director for help with a child having a tantrum. This sometimes resulted in temporarily removing the child from the class.
That response is consistent with the findings from a large-scale survey of center directors, most of whom reported removing a child from a classroom or center within the past year due to behavioral challenges. These included aggression, tantrums, and poor self-regulation( Clayback & Hemmeter 2021).
Programs often need to build capacity to implement equitable social and emotional learning practices that address the complex issues surrounding exclusion( Mahoney et al. 2021). They can do this by
› Supporting the emotional well-being of preschool-age children
› Providing teachers with quality preparation and ongoing professional development
› Supporting family education related to social and emotional development and learning( Stegelin 2018)
To build TUCC’ s capacity for addressing challenging behavior, the center’ s leadership and staff decided they needed professional development aimed at promoting agency and enhancing the positive relationships that already existed with children and families. They wanted to increase the use of equitable practices, and they aimed to reduce or prevent the need for intervention from center leadership. The center’ s director connected with Towson’ s Early Childhood Education Department, and a faculty member observed classrooms. Leaning on NAEYC resources and the broader literature( Blake & Gibbs 2024; NAEYC 2025), the faculty member identified practices that educators were implementing to foster children’ s social and emotional development, particularly in curriculum, teaching, and relationships with families. Then, she created an educator resource with evidence-based practices and a guide for implementation.
Project RISE came about through these efforts and collaborative conversations among multiple stakeholders( center leaders, teachers, university faculty, and undergraduate students). It builds educators’ agency to communicate more effectively with families and to address challenging behavior by offering professional development and integrating SEL experiences throughout the learning day.
Professional Development Activities
Challenging behavior and social and emotional development are two of the most common concerns raised by both families and early childhood educators( Martinsone et al. 2022). Yet research points to discrepancies in how each may perceive children’ s social and emotional development and behaviors( Winsler & Wallace 2002; Major et al. 2015). For example, behavioral expectations may differ between home and school. Likewise, similar behaviors may be addressed or responded to differently based on the environments in which they occur. Findings also indicate that teachers’ perceptions about the quality of their relationships with families can impact exclusionary decisions, with positive perceptions being related to a lower risk of exclusion from early care and learning settings( Zulauf-McCurdy & Zinsser 2021).
Such research illuminates the importance of establishing mutually caring relationships with families, which is also a guideline of DAP( NAEYC 2020). Conversations with families about a child’ s social, emotional, and behavioral needs are essential to children’ s overall well-being and learning. However, these discussions can be difficult and uncomfortable for both practitioners and families( Graham-Clay 2024).
Because of this tension, it is crucial to offer professional development that supports intentional conversations with families( Smith & Sheridan 2019). These opportunities allow early childhood professionals to practice communication skills, receive real-time feedback, and reflect on the
46 Young Children
Summer 2026