Back in 1996, a group of Cleveland-area nonprofits conducted their own survey to see how many preschools were expelling children.

They found more than 90 children had been kicked out of preschool programs in the previous six months, and that was just among those schools who bothered to return the survey.

"It was probably much worse," said Ann Bowdish, early childhood services director for the Positive Education Program.

So in 1997, Positive Education Program, a 30-year-old nonprofit that addresses children's social, emotional and behavioral problems, started a new program called Day Care Plus.

Today, Day Care Plus works directly with the teachers and families of more than 500 children at risk of being expelled from preschool. The program works, Bowdish says. More than 95 percent of the at-risk kids are able to stay in their current classroom as a result of the help.

Joanah, the Lakewood boy, is one of the few whom PEP Day Care Plus helped into a different program.

Consultant Anne Gannon worked one-on-one with the family, from meeting with Joanah's therapist to coordinating with the director of his new school, Lakewood Baptist Child Development Center.

"It's devastating to a parent to hear their child isn't accepted. I tell them, though, that sometimes it isn't a good match," Gannon says. "No, you're not a failure, and your child is not a failure -- we just have to find the right fit for him or her."

They found that fit at Lakewood Baptist Child Development Center, where Joanah is now in an integrated classroom that includes children at a variety of developmental stages.

Joanah's mom, Lori Napier, said the change took some adjustment but has been for the best. She credits Lakewood Baptist staff, who are diligent in keeping her apprised of what's happening day to day, as well as Gannon for stepping in when the mother felt she had nowhere else to turn.

"I feel like they're backing me up," Napier says.

What helps

There are things any preschool can do to help keep kids like Joanah in their classrooms.

Not all preschools are heartless. "The daycare business is a tough business," Gannon says. But sometimes people don't "get it."

In January 2008, Gilliam, the Yale researcher, followed up his study of preschool expulsions with a policy brief outlining what can be done to help curb the rate.

Near the top of the list: Teachers should have regular access to early childhood mental health consultants, people like Gannon, who can help them address challenging behaviors in the classroom.

Preschool teachers who reported having an ongoing relationship with a classroom-based mental health consultant are about half as likely to report expelling a preschooler, relative to teachers with no such support, according to Gilliam's research. Only about one-quarter of these teachers, however, reported regular classroom access to a mental health consultant.

Schools have speech-language pathologists, occupational therapy and special education programs. But this kind of help is often missing.

Gilliam says it's "actually very tragic that when you ask preschool teachers what they'd like assistance with more than anything else, they say behavioral issues."

His spotlight on the issue is beginning to pay off, according to Pre-K Now, a Washington, D.C.-based advocacy group.

Several states, such as Colorado, Connecticut, Illinois, Maryland and Michigan, have expanded their early childhood mental health consultation systems, according to the group.

There are more practical changes preschools can make, too.

If a school does not have a documented expulsion policy, or specific policies against expulsion, that's the first step. Most states don't have procedures for preschools to follow like they do for K-12, and so problems often go unnoticed, Gilliam says.

Teachers also need to be treated with respect, given breaks and paid well. And, for all that, they need to be qualified.

The National Institute for Early Education Research recommends all lead teachers have bachelor's degrees, but fewer than half of the 38 states that sponsor preschool programs require such a credential.

"They're not just babysitters. Early care in education really does require some skill and some training," says McCabe, the Cornell early childhood expert.

Class size makes a difference

The National Association for the Education of Young Children recommends a ratio of no more than 10 students per teacher, and preschools need to enforce that, at a minimum, Gilliam says.

The recommendation resonates with Gannon, who sees class size as the biggest problem.

"When you have too many children in one area all trying to get the teacher's attention -- sometimes I'm wondering, why do they think this child has a behavior problem? I would have a behavior problem, too, if I was in this room," she says.

Besnoy, the New York City-area mom, feels that was a contributing factor in her son Wyatt's case. Wyatt was one of 17 kids in his former classroom, although the teacher had an aide.

"When you have that many kids ... you don't want the kid who's not cookie cutter. Because you don't have time to deal with them," Besnoy says.

Parents also bear responsibility, and many want help but don't know where to turn, Gannon says.

Maybe a child lacks a consistent bedtime, has an undiagnosed learning disability or is spoiled by parents who don't know how to set limits.

"Parents appreciate that (help), too. They like to know if what they're doing is working because they, of course, want their children to be successful, too," she says.

Gilliam says his study of preschool expulsion rates, the first national study conducted, actually was a small afterthought to a much larger study of preschool policies.

"It was this bizarre finding that was kind of thrown in there and has got all this attention," he says. "It's a good thing -- if it helps."

John Nosek, PEP?s Government Affairs Director, was the 2007 recipient of Beech Brook?s Suzanne Brookhart Harrison Award for Exceptional Service to Children, the highest honor bestowed by the agency. The award recognizes an individual who has devoted his/her career to helping children.

As the name indicates, this award honors Suzanne Brookhart Harrison, a lifelong friend of Beech Brook and enthusiastic supporter of issues that help children. John Nosek is a fitting candidate for this award.

Like Suzanne Brookhart Harrison, he too is committed to helping children have the opportunity for a bright future.  For nine years, John has been with PEP, advocating for children and their families. He serves on numerous community boards and committees, ensuring that the needs of children in this community are addressed. Through John?s daily work, he affects change for countless Northeast Ohio children and their families.  PEP proudly congratulates John on this well-deserved recognition!