The Influence of Teacher–Child Relationships on Preschool Children’s Cortisol Levels

Abstract

A central component of the stress response system, the HPA axis, is shaped in part by environmental inputs throughout early childhood. In particular, the relationships children have during this time are associated with levels of cortisol, the hormonal by-product of the HPA axis. High levels or aberrant patterns of cortisol in young children are related to a variety of deleterious outcomes. Encouragingly, sensitive, responsive parent–child relationships support adaptive cortisol levels and can protect the child in the face of adverse life events. For many children, relationships with teachers in early care and education (ECE) settings are also necessary. This chapter outlines the unique role of ECE teachers on preschool children’s developing stress response system. Children with close, supportive relationships with their ECE teachers are more likely to succeed academically and behaviorally. Further, close relationships and responsive, sensitive ECE classrooms support cortisol patterns for children that align with the expected decline across the day. Results from relationship-focused interventions indicate that a focus on these types of supports may lead to positive change in children’s cortisol at child care. Implications for practice, policies, and families are discussed.