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This is the latest in a series of reports from the Listening to Teachers Study, which seeks understanding of how New York City's early childhood educators are faring during the ongoing COVID-19 pandemic. The purpose of this study is to use data gathered through surveys (May 2020, n=3355; June 2021, n=663) and in-depth interviews (spring 2022) to prompt reflection and discussion about what a more equitable post-pandemic ECE system could look like.
This report focuses on describing the June 2021 sample and preliminary findings:
- As in 2020, emotional/mental health support was the most frequently requested need, but professional mental health services were the least identified approach to coping;
- Social support from colleagues was high, with 69% feeling supported by co-workers and 59% by their supervisors;
- Increasing social support from ECE systems is an area of opportunity (38% felt supported by "the system"); and
- While 61% reported not feeling burned out in June, this still left 244 directors, teachers, assistants, and family childcare professionals at potential risk of burning out.
These preliminary findings raise questions about what early childhood educators are experiencing now; how experiences differed by subgroups; what factors are associated with well-being; and what is in place - or could be - to reach those who are struggling and to support those who reported that they were thriving, to keep them thriving. These and other questions will be addressed in subsequent reports.
Straus Center for Young Children & Families, Bank Street College of Education
New York City
Early Childhood, Workforce, COVID-19, Policy
Early Childhood Education | Gender Equity in Education | Mental and Social Health
Nagasawa, M. (2021). “Nadie nos han preguntado…” (Nobody has asked us...). Straus Center for Young Children & Families, Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/sc/8