The Impact of Social-Emotional Supports on Educator Mental Health and Wellbeing

• In Event: Teacher Wellbeing: Identifying Supports and Implications for Children’s Development during the COVID-19 Pandemic

Abstract

Teaching is one of the most stressful occupations– a fact that has only been exacerbated by the COVID-19 pandemic (Greenberg et al., 2016; Diliberti et al., 2021). Nearly a third of educators leave the profession within their first 5 years (Greenberg et al., 2016). The negative effects of educator stress not only impact educators, but the wellbeing of their students as well. The stress and wellbeing of educators is directly associated with the academic and socioemotional competence of their students (Hoglund et al., 2015; Mclean et al., 2015). While there has been a renewed interest in addressing teacher stress, there is a dearth of research on what supports foster educator wellbeing. Social Emotional Learning (SEL) supports for students can have a dual benefit - supporting both student and teacher SEC, which can together promote a positive classroom environment (Zinsser et al., 2019). This study examines access to SEL supports for educators, and the impact of these supports on educator distress and wellbeing. We hypothesize that access to SEL supports is associated with lower levels of educator distress.

The study sample included 206 ECE educators working throughout Washington, DC. The sample was racially and ethnically diverse, and nearly all participants identified as female. Data was collected as part of a larger study to explore predictors of mental health in early childhood educators. ECE providers were invited to complete an online workforce survey. For this study, we examined their report of access to SEL supports, depression, anxiety, burnout, and compassion satisfaction. Independent sample T-tests were conducted to examine whether access to SEL supports predicted lower rates of distress, and higher rates of compassion satisfaction.

Participants reported high rates of depressive (35%) and anxiety symptoms (37%). In addition, only half of participants (58%) reported being able to access the physical and mental health care they need. Supports were conceptualized into two categories: Direct SEL supports and SEL Training. Direct Supports included: 1) Access to consultation from an MHP and 2) Access to staff to provide classroom assistance with child disruptive behaviors. Educators with access to consultation reported significantly lowers rates of burnout (t(198)= -3.009, p<.01) and depression (t(171)= -2.301, p<.05). Those with access to classroom assistance reported significantly lowers levels of burnout (t(197)= -2.960, p<.01) and higher levels of compassion satisfaction (t(196))= 2.205, p<.05). SEL Training included: 1) Access to a social skill/SEL program, 2) Training on children's SEC, and 3) training on educator’s own SEC. Educators with access to SEL program reported significantly lower rates of burnout (t(198)= -3.969, p<.001), anxiety (t(189)= -2.931, p<.01) and depression (t(171)= -2.980, p<.01), and higher rates of compassion satisfaction (t(197)= 2.087, p<.05). Those who received training on child SEC reported significantly lower rates of burnout (t(198)= -3.299, p<.01), anxiety (t(189)= -2.932, p<.01), and depression (t(171)= -2.408, p<.05). Those who received training on educator SEC reported significantly lower levels of burnout (t(198)= -3.783, p<.001) and anxiety (t(188)= -2.328, p<.05). Overall, access to SEL supports had a positive and significant impact on educator mental health and wellbeing.

Authors

• Elizabeth Demeusy, MedStar Georgetown University Hospital
  Presenting Author

• Hillary A. Robertson, Georgetown University Medical Center

• Sabrina F. Zuskov, Georgetown University

• Celene Elizabeth Domitrovich, Georgetown University School of Medicine