Psychological and physiological stress and stressors in early childhood educators: An observational pilot study

Abstract

While early childhood educators' mental health is important, it may also affect the well‐being and education of their students. Yet, little research has described the stress and stressors of early childhood educators (ECEs), particularly as the pandemic wanes. This pilot study aimed to (1) describe ECEs' psychological and physiological stress and (2) examine the association between ECEs' psychological and physiological stress levels with stressors. A convenience sample of 67 ECEs, serving children 0–5 years old, from 13 early educational centers completed surveys on psychological stress (perceived stress, anxiety, and depression), stressors (economic hardship, food insecurity, and adverse childhood experiences), and demographics in Fall 2021. A subsample of ECEs provided hair samples, analyzed for cortisol, to estimate physiologic stress. Regarding stress, 63% met the criteria for major depressive disorder and 41% for generalized anxiety disorder. Only 26% were taking medications to manage mental health. About 25% experienced the stressors of food insecurity and economic hardship, and 80% experienced at least one adverse childhood experience. Only education level significantly predicted perceived stress and depression—above and beyond stressors, household income, race, and age. The results have policy and practice implications for implementing evidence‐based solutions to buffer stress and stressors in ECEs.