We were part of this school community for nearly 2 years. During that time, our child progressed through multiple classrooms : Orange, Yellow, and then the final Montessori level (Green class). He spent approximately 6 months in the Green class, which is a significant amount of time, and was doing well academically while continuing to improve in social behavior. Our experience changed significantly during the final weeks. Within a span of just two days, there were two incidents (one pushing and one hitting), after which the situation escalated rapidly and our child was ultimately removed from the program and labeled a “safety concern.” While we fully agree that physical behavior must be addressed seriously, we were concerned by the lack of a structured, fair, and professional approach: 1. No incident reports were ever formally documented or shared with us — neither for prior nor for these incidents 2. The first incident was only communicated verbally during pickup 3. No clear investigation or context-sharing of what led to the incidents 4. No opportunity given for the child to demonstrate improvement, despite the very short timeframe 5. No behavior support plan or structured intervention was put in place It is important to highlight that prior to this week, our child had no history of hitting or pushing incidents reported to us. There were zero documented behavioral incidents of this nature over nearly two years. In fact, during the final week, we worked closely with our child at home and provided a simple set of classroom rules, which he was actively trying to follow. Given our long-standing relationship with the school, we expected a collaborative effort and some time to allow these improvements to take effect. Additionally, an observation document was shared that included ADHD-related terminology. This was concerning, as such developmental assessments should be conducted by qualified professionals and in collaboration with parents. The document lacked basic professional standards — it did not include the child’s full name, date, observer credentials, school identification, or signatures. At 4 years old, children are still developing impulse control and social skills. We believe that immediate expulsion after one or two incidents, without a structured plan or consistent communication, is not a developmentally appropriate approach. After nearly two years in the school, the response to two incidents over two days was immediate exclusion rather than guidance and support. We do appreciate the academic foundation and social skills our child developed during his time here. However, the handling of this situation lacked professionalism, structure, and partnership with parents. We encourage other parents to ask detailed questions about: 1. How incidents are formally documented and communicated 2. Whether children are given time and support to improve behavior 3. What behavior support plans are implemented before escalation 4. Who is qualified to make developmental or behavioral observations We hope the school reflects on its processes and adopts a more consistent, transparent, and supportive approach for young children who are still learning to navigate social interactions. We also hope that future decisions involving children in similar situations will be handled with greater consistency, care, and collaboration, so that families and children are supported in a fair and developmentally appropriate manner. This review is shared as feedback for both the school and for parents who are evaluating early childhood education options.