While research shows that exclusionary discipline practices in the early years are ineffective and developmentally inappropriate, young children continue to be suspended and expelled at high rates. An increasing number of states have taken steps to ensure that young children are not removed from programs due to their behavior. This report explores how Illinois and Colorado are limiting the use of these exclusionary discipline practices and providing supports to educators to equip them to better serve the children in their programs. Through listening sessions with educators, administrators, and other early childhood professionals, the authors sought to understand how recent policy changes in these states are impacting practice, with a focus on early childhood mental health consultation and professional development around social-emotional learning. The issue of exclusionary discipline practices has long been a problem, but it has been made more urgent during the COVID-19 pandemic as children's and adults' well-being have suffered. The report offers 10 takeaways and recommendations for policymakers as other states pursue reform in early childhood discipline policies and work to help teachers address challenging behaviors.