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Boys, Black children, and children with disabilities are being excluded disproportionately more than their peers. In 2018, Illinois enacted legislation to limit formal expulsion; however, children are still pushed out of programs. This study evaluated Preventing Expulsion in Preschool (PEP)\u2014a self\u2010paced, virtual teacher training providing content on exclusion in Illinois, social\u2010emotional development, and strategies for self\u2010regulation in response to a child's behavior. Predominantly female, Illinois teachers of color (\n                    <jats:italic>N<\/jats:italic>\n                    \u00a0=\u00a041) received continuing education credit for completing the training and were evaluated pre\u2010, post\u2010, and 3\u2010month\u2010post\u2010training to assess knowledge, attitude, skill maintenance, and changes in classroom practices. Through self\u2010report, participants positively received the training, trauma\u2010informed attitudes improved immediately after the training and were sustained at a 3\u2010month follow\u2010up, perceived stress decreased, self\u2010care uptake increased, and prosocial classroom management techniques improved at 3\u2010month follow\u2010up. Though expulsion risk increased following PEP, reported exclusionary discipline and expulsion practices decreased at follow\u2010up. These results inform policymakers that a brief, online training may reduce exclusionary discipline and is a good use of teacher time.\n                  <\/jats:p>","DOI":"10.1002\/imhj.70063","type":"journal-article","created":{"date-parts":[[2025,12,30]],"date-time":"2025-12-30T01:01:33Z","timestamp":1767056493000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["An evaluation of \u201cpreventing expulsion in preschool\u201d: A cognitive\u2010behavioral, strengths\u2010based teacher training to reduce early childhood exclusionary discipline"],"prefix":"10.1002","volume":"47","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4314-7347","authenticated-orcid":false,"given":"Elyse","family":"Shenberger","sequence":"first","affiliation":[{"name":"Department of Psychology University of Illinois at Chicago  Chicago USA"},{"name":"Department of Psychiatry University of Illinois at Chicago  Chicago USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Katherine","family":"Zinsser","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Illinois at Chicago  Chicago USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,29]]},"reference":[{"key":"e_1_2_7_2_1","volume-title":"Point of Entry\u2013The Preschool\u2010to\u2010Prison Pipeline","author":"Adamu M.","year":"2015"},{"key":"e_1_2_7_3_1","volume-title":"Parents\u2019 Perception of Disciplinary Practices, School Climate, and Parent Involvement: A Qualitative Case Study","author":"Bakare O. 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