Abstract
The articles in this special issue demonstrate that early childhood educator psychological distress is a growing problem and shed light on the causes of this distress. Further, they illuminate the negative impacts early childhood educator distress can have on young children. However, there is still much to learn about how best to support teachers in order to reduce psychological distress, promote social and emotional skills and promote positive impacts on young children. Addressing these complex challenges will require long-term systemic change and the urgent nature of the problem will require strategic prioritization to address the immediate needs as well as long-term goals. In this concluding article, promising approaches designed to address the problem at the individual- and systems-level are presented.
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