Equity

Equity

Learn about disparities in the experiences of young children of color and children from other marginalized communities in early childhood settings; discover strategies for IECMHC to impact early childhood professionals’ beliefs, attitudes, and practices to support more effective caregiving for all children, regardless of race, ethnicity, gender, class, or a myriad of demographic characteristics; and better understand policies and procedures, including data collection and analysis procedures, to bridge disparities.

Reports and Position Statements

HHS-ED Policy Statement on Discipline

HHS-ED Policy Statement to Eliminate Expulsions and Suspensions

Preventing Discrimination and Promoting Diversity – APA Taskforce Report

This report offers evidence and examples of structural systems, organizational policies, small-group and family dynamics, and individual-level behaviors and attitudes that create or exacerbate discrimination and proposes strategies that can begin to address discrimination and its effects.

National Association for the Education of Young Children Equity Position Statement

This position statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession. With its specific focus on advancing equity in early childhood education, this statement complements and supports the other foundational documents that (1) define developmentally appropriate practice, (2) set professional standards and competencies for early childhood educators, (3) define the profession’s code of ethics, and (4) outline standards for early learning programs.

Defining Disproportionate Discipline

This resource from the Pyramid Equity Project describes common measures of disproportionality in the context of discipline.

Diversity Informed Tenets for Working with Infants, Families and Young Children

The Diversity-Informed Tenets for Work with Infants, Children, and Families (Tenets) are guiding principles created to encourage the infant mental health (IMH) field to intentionally and mindfully engage in standards of practice that promote and strive for a just and equitable society.


Guidance and Application Documents

PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches

This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS.

Pyramid Model Equity Coaching Guide

This resource by the Pyramid Equity Project describes coaching strategies to support cultural and linguistically responsive practice.


Technical Assistance Toolkits and Resources

Early Childhood Technical Assistance Center- Reducing Early Childhood Expulsions and Suspensions

Web page with a variety of resources and guides on preventing exclusionary discipline.

Race Matters Toolkit

This toolkit is designed to help practitioners, and it includes fact sheets on Child and Youth Development, Family and Community Success, Public Systems, and the cross-cutting issue of the Media. It includes resources about talking about race, tools to conduct racial equity impact analyses, and many other tools.

Head Start Resources on Culture and Language

This webpage includes an array of resources for providing culturally and linguistically responsive early learning experiences.


CoE Working With Tribes

Overview of IECMHC Within Tribal Communities (2017) outlines general and specific considerations for IECMHC within tribal communities.

Key IECMHC Resources for Tribal Communities (2017) provides resources for tribal, state, and community leaders seeking to implement IECMHC within tribal communities.

Tip Sheet: How to Support a Mental Health Consultant Who is New to Your Tribal Community (2018) provides strategies for tribal communities and/or programs that are starting work with a mental health consultant who is new to the community.

This product was developed [in part] under grant number 1H79SM082070-01 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.