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Saints, Superheroes, and Zombies: Early Childhood Professionals’ Well-Being and Relational Health in the Waning Days of the COVID-19 Pandemic

Year: 2025

Type: article

Abstract: Early childhood education is a demanding profession. Understanding how early childhood (EC) professionals’ draw on internal assets and external resources to sustain well-being is critical, as their well-being is linked to the quality of the care and education they provide. This phenomenological study examined professionals’ strengths and assets, how they used them to manage workplace demands to sustain well-being, and how they engaged with broader systems to enhance the quality of care and education they provide. Thirteen focus groups were conducted with 98 English-speaking (n = 87 female, 3 male, 8 missing gender) and 23 Spanish-speaking (n = 22 female, 1 missing gender) EC professionals. Analysis identified three interdependent themes: (1) holistic well-being; (2) centrality of relationships; and (3) interactions with systems. Participants reported well-being ranging from struggling to sustaining. Relationships with children, families, and co-workers were a source of motivation, commitment, and satisfaction with their work. Participants emphasized the importance of caring for their own well-being to effectively care for others. Systems both supported and hindered well-being. Participants used support-seeking, problem-focused, proactive, and restorative strategies to cope with stressors. Findings underscore the relational and systemic dimensions of EC professionals’ well-being and the strategies they employ to sustain it.

Source: Education Sciences

DOI: 10.3390/educsci15111539

Authors: Julia C. Torquati, Kathleen C. Gallagher, Jesutomilola Olayemi, Alexandra M. Daro

Institutions: University of Nebraska–Lincoln, Buffett Early Childhood Institute, University of Oklahoma - Tulsa, SIU Medicine

Language: English

Topic: Stress and Burnout Research

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $2,172