Physiologic Stress in the Classroom: Does Teacher’s Cortisol Expression Influence Children’s Afternoon Rise in Cortisol at Child Care?

Abstract

Extant literature has demonstrated that children’s diurnal stress physiology often looks different on child care versus home days. Specifically, children experience a rise in cortisol, rather than a decline, over the day while in full-time care. The current study investigated whether teachers’ cortisol levels (n=11) were associated with child cortisol levels (n =71) in the classroom. Cortisol samples were collected on consecutive days at home and child care for children, and at child care for teachers. We hypothesized that 1) teacher cortisol will predict child afternoon cortisol, 2) that a portion of the variance in this relationship will be accounted for by classroom quality. Children in this sample had higher cortisol values in the afternoon while at child care than at similar times of day at home. Teachers demonstrated a typical diurnal decline across the day, but variation in total cortisol output at child care. Two distinct predictors of afternoon cortisol levels were identified in children attending childcare: child age and mean teacher cortisol levels across the day. Higher diurnal cortisol values for teachers may indicate a higher stress environment for both teachers and children. Findings suggest that teacher stress may not only have implications for children in terms of teacher burnout, high staff turnover, and learning, but possibly also in terms of the child’s health and well-being. Implications for research and policy, as well as limitations and strengths, are discussed.