TY - JOUR
T1 - Adverse childhood experiences among early childhood educators and improving teacher health and well-being
T2 - Changes in teacher affect
AU - Stone, Katie J.
AU - Schnake, Kerrie
AU - Moreland, Angela D.
N1 - Publisher Copyright:
© 2023
PY - 2023/10/1
Y1 - 2023/10/1
N2 - Children's social-emotional and cognitive development is enhanced when early childhood educators display positive affect and respond appropriately to children's needs. However, there is little research on factors that influence teachers’ positive affect in the classroom, such as past adversity exposure and promoting teachers’ well-being. The current study examined the interactive effect of teacher participation in a well-being program (Be Well Care Well; BWCW) and their exposure to adverse childhood experiences (ACEs) on changes in observed teacher affect over time within the classroom setting. Participants included 95 early childhood teachers who completed the ACEs measure, a live classroom observation before participation in activities, and a post-intervention observation. Multilevel modeling estimated the interactive effects of teacher ACEs, participation in BWCW activities, and time on the dependent variable (i.e., teacher affect). Results from the three-level random intercept model showed a significant three-way interaction. Individuals with a higher number of ACEs and lower participation in the well-being program showed a decrease in positive affect over time. This effect was not significant for teachers who reported fewer ACEs. Results indicate that the degree of participation in the well-being program was particularly salient for teachers with higher exposure to past ACEs. Findings suggest that fostering teachers’ physical health and well-being can enhance their affect and enthusiasm in the classroom setting, particularly for those with higher levels of past adversity exposure.
AB - Children's social-emotional and cognitive development is enhanced when early childhood educators display positive affect and respond appropriately to children's needs. However, there is little research on factors that influence teachers’ positive affect in the classroom, such as past adversity exposure and promoting teachers’ well-being. The current study examined the interactive effect of teacher participation in a well-being program (Be Well Care Well; BWCW) and their exposure to adverse childhood experiences (ACEs) on changes in observed teacher affect over time within the classroom setting. Participants included 95 early childhood teachers who completed the ACEs measure, a live classroom observation before participation in activities, and a post-intervention observation. Multilevel modeling estimated the interactive effects of teacher ACEs, participation in BWCW activities, and time on the dependent variable (i.e., teacher affect). Results from the three-level random intercept model showed a significant three-way interaction. Individuals with a higher number of ACEs and lower participation in the well-being program showed a decrease in positive affect over time. This effect was not significant for teachers who reported fewer ACEs. Results indicate that the degree of participation in the well-being program was particularly salient for teachers with higher exposure to past ACEs. Findings suggest that fostering teachers’ physical health and well-being can enhance their affect and enthusiasm in the classroom setting, particularly for those with higher levels of past adversity exposure.
KW - Adverse life events
KW - Early childhood educators
KW - Positive affect
KW - Well-being intervention
UR - http://www.scopus.com/inward/record.url?scp=85164470326&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85164470326&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2023.05.007
DO - 10.1016/j.ecresq.2023.05.007
M3 - Article
AN - SCOPUS:85164470326
SN - 0885-2006
VL - 65
SP - 195
EP - 204
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -