Early Educator Depressive Symptoms and Responses to Challenging Behaviors

• In Event: Social-Emotional Development and Behavioral Responses

Abstract

Early educator wellbeing has been linked to both global classroom quality and children’s social and emotional development, yet there remains limited understanding of how educator wellbeing impacts moment-to-moment interactions and classroom practices. This study investigated the relationship between early educator depressive symptoms and their reported strategies for managing challenging behaviors. Using a sample of educators from publicly funded childcare centers in Louisiana, we found that depressive symptoms were associated with increased endorsement of non-supportive or punitive strategies, such as removing a child from class, taking away a toy, or placing a child in time-out. Addressing educator wellbeing could be a key factor in fostering more nurturing and effective early education environments, benefiting both educators and the children in their care.

Authors

• Flora S. Ziprin, University of California - Los Angeles

• Anna J. Markowitz, University of California - Los Angeles