High-quality early childhood education programs play a vital role in shaping the next generation, but the workforce that powers these programs is often underpaid, overburdened, and under-supported. Research suggests that workers who care for children under the age of 5, such as teachers, administrative leaders, and support staff, are disproportionately affected by poverty, mental health conditions, and physical stress. In this article, we will explore the challenges faced by early childhood educators and discuss strategies for supporting their well-being, including the development of workplace programs like the WELL program.
Challenges Faced by Early Childhood Educators
- Underpaid and overburdened
- Mental and physical stress
- Chronic underfunding of early childhood education programs
- High levels of daily stress during the school year
- Impact on child care quality
Research has shown that chronic underfunding of early childhood education programs, coupled with the inherent stressors of the job, leads to burnout and turnover. The job involves managing children’s challenging behaviors, working long hours, and having limited support from co-workers and supervisors. This can lead to poor psychological and physical well-being, including chronic health conditions such as severe headaches, lower back pain, and obesity, as well as mental health conditions like depression.
The Importance of Workplace Support
Workers who care for children under the age of 5 play a pivotal role in shaping the next generation. However, research suggests that they are often underpaid, overburdened, and have limited resources. In Colorado, for example, about 46% of early education workers receive public assistance, and the median hourly pay is just $18.50. This can lead to burnout and turnover, as well as poor child care quality.
| Lower levels of emotional exhaustion |
| Higher levels of emotional exhaustion |
Our research has shown that the well-being of early childhood educators varies by location. In rural areas, early childhood educators reported lower levels of emotional exhaustion, but also lower levels of hope, optimism, self-efficacy, and resilience. In contrast, urban educators reported higher levels of emotional exhaustion, but also higher levels of hope, optimism, self-efficacy, and resilience.
The WELL Program: Supporting the Well-being of Early Childhood Educators
We launched the Well-Being of the ECE Workforce in Low-Resourced Locations program, or WELL program, to address the workplace needs identified by early childhood educators. The program focuses on workplace policies, culture, and safety, as well as a person’s health status, home life, and community. We partnered with five Head Start agencies to test the WELL program and found that staff were satisfied with the program and reported increased confidence in practicing behaviors that promote their well-being.
“We are excited to offer the WELL program to our staff,” said one study participant. “It has helped me within the classroom, too. So when you’re like, ‘Oh, my gosh! This child’s driving me crazy. I can’t deal with it!’ it’s like, ‘Just take a step back. It’s OK to take a break and ask somebody for help.'”
The preliminary findings of the WELL program suggest that it has the potential to be successfully implemented in other early childhood education centers in Colorado. We believe that by supporting the well-being of early childhood educators, we can improve the quality of care they provide and ultimately benefit the children they serve.
Breaking Down Barriers to High-Quality Education
Supporting the early childhood workforce is crucial for delivering high-quality education to young children.
