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This brief report describes issues and opportunities related to early childhood educators' emotional well-being that emerged from a survey exploring how the COVID-19 was affecting early educators across New York City and New York State (n=3355). Among our key findings were: (1) that mental health support was the most frequently identified need (n=910); (2) professional mental health was the least reported approach to coping (n=216); and (3) how those teaching and caring remotely were approximately one-and-a- half times more likely to rate their emotional well-being as lower than those whose sites were closed (CI 95% 1.157, 1.896). We argue, given the impacts that teachers reported and the scale of the pandemic, that a trauma-informed systems perspective is needed in order to support early childhood educators.
New York Early Childhood Professional Development Institute, CUNY
Early Childhood, Workforce, COVID-19, Mental Health, Trauma Informed Systems
Early Childhood Education | Educational Administration and Supervision | Educational Leadership | Mental and Social Health | Online and Distance Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Nagasawa, M., & Tarrant, K. (2020). Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being. New York Early Childhood Professional Development Institute, CUNY. https://educate.bankstreet.edu/sc/1
Early Childhood Education Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Mental and Social Health Commons, Online and Distance Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons