Examining the Associations of Early Childhood Teacher’s Emotional Well-being with Physiologic Stress, Mindfulness and Self-Compassion

Abstract

Recent national reports indicate that early childhood (EC) teachers experience exceptionally high levels of chronic stress which can lead to adverse health outcomes. In this presentation, we share preliminary evidence of a mindfulness-based intervention, Cultivating Healthy Intentional Mindful Educators (CHIME) to support EC teachers’ regulatory processes. We hypothesize EC teachers’ social-emotional health is related to emotion regulation and their physiologic stress in the early care environment. EC teachers (n = 32 intervention, 22 waitlist control) recruited during 2020-2022 completed self-report measures of stress, well-being, mindfulness, and emotion regulation and task-based measures of emotional processing. Participants wore Actihearts (CamTech, Inc) to record their heart rate for three consecutive days in the classroom pre- and post-intervention. Controlling for pre-intervention metrics, the intervention group showed a tendency toward higher heart rate variability than controls post-intervention, F(1,44) = 3.84, p =.06. They also showed higher power in the high frequency heart rate band (F(1,44) = 3.92, p =.05) and lower average heart rate in the classroom (F(1,44) = 5.91, p =.02), despite showing similar activity levels to the control group, F(1,42) =.35, p =.56. There were significant differences in emotion dysregulation between the groups, with the CHIME group evidencing reduced emotion dysregulation, increased mental well-being, as well as differences in their response times during two emotional processing tasks, p’s <.05. Preliminary findings indicate that a mindfulness-based intervention is one promising way to support the emotional well-being of EC teachers.