Columbia University Mailman School of Public Health

Learning about Young Children’s Challenging Behavior and Impacts on Programs and Families
A State-wide Survey of Virginia’s Early Care and Education Teachers

Authors: Maribel R. Granja, Sheila Smith, Uyen (Sophie) Nguyen, and Bonnie Grifa
Publication Date: December 2018

This report presents the efforts of leaders in Virginia to learn more about teachers’ experience with children who demonstrate challenging behavior in center-based and home-based ECE settings. These leaders partnered with the National Center for Children in Poverty (NCCP) to design and implement a survey of Virginia’s ECE teachers that serve infants, toddlers, and preschoolers. The survey and analysis of responses examined the following questions:

  • How common are different types of challenging behavior?
  • How many children with challenging behavior, in different age groups, do teachers have in their classrooms or child care homes in the course of a year?
  • What are the consequences of challenging behavior, and how often does removal from the ECE setting occur?
  • What are the family circumstances of children with challenging behavior?
  • How do teachers address challenging behavior and what barriers do they face?
  • What factors contribute to the incidence of children with challenging behavior and removal from programs?
  • What supports do teachers believe will help them address the needs of children with challenging behavior?