ArticleEarly childhood research quarterly
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19.
Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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Who cites it
18 citing papers in PubMed.
- A Qualitative Study of Center Director, Teacher, and Parent Input for Delivering a Virtual Early Childhood Mental Health Consultation Model in the Aftermath of COVID-19.Early childhood education journal · 2026Article
- Sleep as a Developmental Process: A Systematic Review of Cognitive, Emotional, and Behavioral Outcomes in Children Aged 6-12 Years.Clocks & sleep · 2025Review
- Multifactorial Causal Analysis of Workplace Musculoskeletal Disorders (WMSDs) and Psychological Stress Among Teaching Professionals for Adult Learners: A Narrative Review.Healthcare (Basel, Switzerland) · 2025Review
- Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic.Journal of early childhood research : ECR · 2025Article
- Strengthening Early Childhood Protective Factors Through Safe and Supportive Classrooms: Findings from Jump Start + COVID Support.Children (Basel, Switzerland) · 2025Article
- Turn-over and Retention Among Head Start Educators.Early childhood education journal · 2025Article
- Changes in Stress Following Wage Increases for Early Childhood Educators.Early childhood education journal · 2025Article
- Exploring the Interplay between Sleep Quality, Stress, and Somatization among Teachers in the Post-COVID-19 Era.Healthcare (Basel, Switzerland) · 2024Article
- Early care and education after COVID-19: A perspective.Contemporary issues in early childhood · 2023Article
- Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19.International journal of environmental research and public health · 2023Article
- Occupational stress of elementary school teachers after eased COVID-19 restrictions: a qualitative study from China.Frontiers in psychology · 2023Article
- It Matters: Early Childhood Mental Health, Educator Stress, and Burnout.Early childhood education journal · 2022Article
- Unusual Experience in the COVID-19 Pandemic: Young Children's Readjustment from Home to Preschool following School Closures in Different Risk Regions.International journal of environmental research and public health · 2022Article
- Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers.International journal of environmental research and public health · 2022Article
- Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping.Early childhood education journal · 2022Article
- The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers.International journal of environmental research and public health · 2022Article
- Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
- Early Care and Education Workers' Experience and Stress during the COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Stress and well-being are known to influence the quality of teacher-student interactions, teachers' delivery of emotional and instructional support, and the social competence and executive function skills of young learners-dynamics that impact the education and development of young children. Even prior to COVID-19, 46% of teachers reported notably high levels of daily stress. Given the additional stressors associated with the pandemic, this multi-methods study explores the well-being of Latinx, Black, and multiracial early childhood teachers in New York City, where communities of Color have been particularly hard hit by COVID-19. Via an amalgamation of descriptive and interpretive approaches-a survey, time-use diaries, and qualitative interviews-this study documents early childhood teachers' experiences making sense of and negotiating the impacts of intersecting stressors on their stress, health, quality of life, and sleep amidst COVID-19. Survey findings show reduced well-being across measures among the early childhood teachers in the sample, while qualitative findings illustrate the many layers of challenges that teachers of Color faced during the pandemic. Time-use diaries show extremely high demands and long work hours associated with concerning lack of self-care and attention to mental health. Interviews elucidate how stress is layered across environmental, occupational, and racial factors. This study points to the need to attend to the well-being of Black, Latinx, and multiracial early childhood teachers in urban settings during and after COVID-19 recovery.
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