Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave

Kwon, Kyong-Ah; Jeon, Shinyoung; Castle, Sherri; Ford, Timothy G.

doi:10.1007/s10643-021-01253-7

Cited by 11 publications

(2 citation statements)

References 64 publications

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“…Challenges associated with turnover including lack of coverage, overworked staff, inconsistencies in staffing within classrooms, and higher workloads for teachers lead to a lack of time and bandwidth for program staff to complete basic tasks and responsibilities. Early educators already complete many job demands without proper supports, such as paid planning time, adequate staffing, and training Jeon and Wells, 2018;Roberts et al, 2019;Kwon et al, 2022). Within the Virginia ECMHC pilot, programs were experiencing similar challenges that acted as barriers to engagement.…”

Section: The Tension With Addressing Systemic Factors Impacting the E...mentioning

confidence: 99%

“…Larger systems contribute to stress and mental health of adults, shaping the care they provide to children as well as their perceptions of and responses to children's behavior (Buettner et al, 2016;Jeon et al, 2019;Zinsser et al, 2019). ECE providers experience higher levels of stress, depressive symptoms, and burnout than the general population Jeon and Wells, 2018;Roberts et al, 2019;Kwon et al, 2022). ECE providers also report increased rates of stress, anxiety, anger, frustration, sleeping problems, and physical pain since the start of the pandemic (Berger et al, 2022;Farewell et al, 2022).…”

Section: Provider Stress Mental Health and Well-beingmentioning

confidence: 99%

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Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

Partee

Sachdeva²,

Bivona³

et al. 2023

Front. Educ.

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Early childhood mental health consultation (ECMHC) is a targeted prevention service that aims to build the capacity of early care and education (ECE) professionals and foster supportive environments that promote children’s social–emotional competence and improve mental health and well-being. A key challenge to delivering ECMHC at scale is navigating complex multi-level factors to maximize successful implementation and program benefits at scale. The current study describes the implementation tensions arising during the first year of a pilot ECMHC program conducted in partnership across multiple agencies and a state’s department of education. In the 2021–2022 pilot year, ECMHC was offered as a free service to ECE programs in one large region of Virginia, with the goal of examining feasibility to scale statewide in future years. Consultation was implemented in 45 preschool classrooms across 30 programs. Implementation data were collected using consultation logs and participant surveys, and 20 participants (educators, families, program directors) participated in focus groups. Three implementation tensions are highlighted in this paper: (1) ideal plans versus reality of a new ECMHC roll-out; (2) how to support ECE professionals’ practice as it relates to children’s behavior, without contributing to a deficit view that children need to be “fixed;” and (3) systemic factors in the early childhood field that undermine the implementation and effectiveness of ECMHC. For each tension, we provide context from the larger literature on ECMHC, describe relevant decision points from Virginia’s pilot ECMHC program, and present implementation data to illustrate these tensions in practice. We conclude with reflections on lessons learned that have implications for other ECMHC and SEL intervention scale-up efforts.

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Section: The Tension With Addressing Systemic Factors Impacting the E...mentioning

confidence: 99%

Section: Provider Stress Mental Health and Well-beingmentioning

confidence: 99%

Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

Partee

Sachdeva²,

Bivona³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

The Association Between Early Childhood Education Professionals’ Perception of Workplace Spirituality and Their Intention to Stay in Their Current Program

Herman

Dearth‐Wesley

Whitaker

2023

Early Childhood Educ J

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Turnover in the US early childhood education (ECE) workforce is associated with worse outcomes for children. Greater workplace spirituality, or the perception of meaningful work, sense of community, and alignment with organizational values, is associated with reduced turnover. However, this association has not been examined in ECE professionals. We administered an online survey to 265 ECE professionals in Pennsylvania (US) in the spring of 2021. Respondents were asked about their intention to stay in their current program, if given the option to leave. Workplace spirituality was measured with a 21-item scale assessing the dimensions of meaningful work, sense of community, and alignment with organizational values. The survey was completed by 246 (92.8%), and data were analyzed for 232 respondents. Of these, 94.8% were female, 54.4% were non-Hispanic White, and 70.7% had a bachelor's or graduate degree. The prevalence of intention to stay was 33.2%. After adjusting for all covariates, including gender, age, race/ethnicity, education, job position, workplace stress, and economic hardships, the prevalence (95% confidence interval [CI]) of intention to stay increased across tertiles of workplace spirituality from low to medium to high: 16.4% (7.9%, 24.9%) to 38.6% (28.4%, 48.8%) to 43.7% (32.1%, 55.3%), respectively. ECE professionals who perceived greater workplace spirituality were more likely to report they intended to stay in their current program. Turnover in the ECE workforce could potentially be reduced through efforts to increase a sense of meaning and community at work and to align the values of ECE programs with those who work in them.

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Linking early educator wellbeing to classroom interactions and teacher turnover

Markowitz,

Mateus,

Weisner

2024

Early Childhood Research Quarterly

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Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave

Cited by 11 publications

References 64 publications

Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

The Association Between Early Childhood Education Professionals’ Perception of Workplace Spirituality and Their Intention to Stay in Their Current Program

Linking early educator wellbeing to classroom interactions and teacher turnover

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