“So many people are depending on me”: Stressors and supports among Minnesota child care professionals

• In Event: Looking out for teachers who are looking after our children: Examining teacher stressors and supports

Abstract

In recent decades, increasing attention has been paid to the rates and impact of emotional burnout among individuals working in helping professions (e.g., Broeride & Grandey, 2002; Iglesias et al., 2010). However, relatively fewer studies have examined risk and protective factors for burnout among early care and education (ECE) professionals, despite identified high levels of stress and turnover in the ECE field (Caven et al., 2021). Understanding rates and predictors of burnout is critical for providing useful support for ECE professionals and reducing the negative child outcomes associated with burnout, such as suspension and expulsion (Gilliam & Shahar, 2006; Silver & Zinsser, 2020). The present study addressed this gap by collecting quantitative survey data from a sample of 320 home- and center-based ECE providers in Minnesota. A subsample of 20 participants were further recruited to complete an in-depth qualitative interview. Three key research questions will be explored in the proposed presentation.

First, what are the sources of stress and burnout among Minnesota ECE providers? In the provider survey and interview, participants reported on sources of stress related to interacting with families as well as organizational/administrative challenges that affect their work. Participants also completed the Maslach Burnout Inventory for Educators (Maslach et al., 2016).

Second, how do levels of burnout relate to perceptions of child behaviors and rates of suspensions/expulsions? In the provider survey and interview, participants reported on the most common and most difficult-to-manage challenging child behaviors at their site. Survey participants also reported on the number of children they had suspended and expelled from their site within the previous year.

Third, what supports already exist for ECE providers in Minnesota, and what supports are desired? Both survey and interview participants reported on whether they had received mental health consultation, coaching, or reflective supervision; how useful these services were; and whether they would be interested in receiving them in the future. Participants also identified the supports that were most useful to them and supports that may have helped suspended and expelled children remain at their site.

Several key findings emerged. First, the child behaviors that were most stressful for ECE providers to manage included noncompliance, physical aggression, and inattention/hyperactivity. Providers also found it challenging to navigate high parent stress, poor parent-teacher communication, and seemingly low parent support for child mental health services. Organizational challenges included insufficient resources to expand support services, low salaries, long working hours, and insufficient staff. Second, providers who endorsed higher rates of burnout tended to have a more difficult time managing common undesirable child behaviors like hitting, crying, and yelling. Providers with higher levels of burnout also reported suspending and expelling more children from their care. Third, support services were more commonly available at center-based compared to home-based sites in Minnesota. Participants expressed a desire to have greater access to mental health services, professional development around managing challenging child behaviors, and simplified administrative systems. Implications for future research and ECE policy will be discussed.

Authors

• Sophia Magro, University of Minnesota - Twin Cities
  Presenting Author

• Christina Mondi-Rago, Boston Children's Hospital

• Tripat K Rihal, Fordham University

• Elizabeth A Carlson, University of Minnesota - Twin Cities