Introduction
Understanding the best ways to support the well-being of the child care and early education (CCEE) workforce is important for states and CCEE programs. CCEE teachers and caregivers have demanding jobs and receive low compensation for their work—a combination that often negatively affects their well-being. Research has linked CCEE workforce well-being to several important outcomes, including staff turnover, responsiveness to children’s needs, and collaborations with families. CCEE teachers and caregivers also have roles outside of their profession, and deserve to be well for themselves and their families. Research on CCEE teacher and caregiver well-being points to the effects they can experience personally, including high levels of stress, low access to food, unstable housing, and putting off medical care because of cost.
Historically, research on CCEE workforce well-being has primarily focused on poor mental health (specifically depressive symptoms) and its link to responsive caregiving. This research has focused on disparities in well-being among different types of teachers and caregivers, as well as disparities between the CCEE workforce and other sectors. Only in the past decade have researchers focused on a more holistic definition of well-being, on ways to improve well-being, and on tailored strategies that may be needed to improve CCEE workforce well-being across different types of settings.
Purpose
For the CCEE workforce, research shows that there are several aspects of well-being including physical health; mental health; workplace relationships; and respect, recognition, and compensation. In the past decade, there have been studies about how the CCEE workforce is faring across all of these aspects of well-being. It is important to understand the influence of these different aspects when developing strategies to improve the overall well-being of the CCEE workforce.
The purpose of this highlight is to describe the various aspects of well-being that have been discussed in recent research and share examples of interventions or initiatives that promote CCEE workforce well-being.
Key Findings and Highlights
- Child care and early education (CCEE) state and program leaders can consider investing in evidence-based supports for the CCEE workforce to promote multiple aspects of well-being.
- Recent research has focused on a more holistic definition of child care and early education (CCEE) workforce well-being that captures different aspects of well-being, such as physical health; mental and emotional health; workplace relationships; and respect, recognition, and compensation.
- There are research-based supports for promoting these different aspects of CCEE workforce well-being, including:
- Workplace-based initiatives to promote physical and mental health,
- Improvements to the work environment, and
- Increased compensation.
Citation
Warner, M. & Davis Schoch, A. (2024). Aspects of Well-being for the Child Care and Early Education Workforce. OPRE Report #2023-339. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.