This brief report, developed by the National Center for Children in Poverty and the Interuniversity Consortium for Political and Social Research, examines research on early educators’ experiences of various forms of stress and their associations with teaching practices, children’s learning, and workplace conditions. It provides actionable recommendations about strategies that policymakers can use to reduce teacher stress and promote well-being.
Early Care and Education Teacher Well-being: Associations with Children’s Experience, Outcomes, and Workplace Conditions: A Research-to-Policy Brief
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Related Key Topics
Compensation & Financial Relief Strategies
Initiatives and investments to ensure compensation equal to the value of early educators’ work
Work Environment Standards
Standards for providing safe and supportive work environments for early educators