In this paper, we provide an overview of exclusionary discipline practices and explore how two states, Colorado and Illinois, are taking steps to limit the use of such practices and provide appropriate supports to educators that allow them to better serve children. We explore how these recent policy changes are impacting educators, administrators, and other early childhood professionals, and offer lessons for other states. While these issues have long plagued ECE classrooms, they have been made more urgent during the COVID-19 pandemic, as mental health and well-being for children and adults have suffered. (author abstract)