‘Staying Afloat’: A Mixed Methods Study of the Financial and Psychological Well-being of Early Childhood Educators

• Published in: Early childhood education journal Vol. 52; no. 2; pp. 293 - 304
• Main Authors: Vesely, Colleen K., Brown, Elizabeth Levine, Mehta, Swati, Horner, Christy Galletta
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.02.2024; Springer Nature B.V
• Subjects: Early childhood education; Education; Educational psychology; Learning and Instruction; Mental health; Mixed methods research; Personal finance; Sociology; Sociology of Education; Teachers; Financial well-being; Early childhood education; Psychological well-being; Early childhood educators; Teacher well-being
• ISSN: 1082-3301; 1573-1707
• DOI: 10.1007/s10643-022-01429-9

Early childhood educators play a critical role in the lives of young children, especially through their sensitive interactions. Educators’ capacities to engage in high-quality interactions are shaped by their mental health. Studies examining early childhood educators’ mental health often focus on psychopathology or negative aspects of mental health, despite the importance of understanding mental health through a well-being lens. This study explores the connection between two important areas of well-being: psychological and financial well-being. Using mixed methods, we examined 123 early childhood educators’ financial well-being and psychological well-being. Financial well-being predicted psychological well-being, but the relationship was curvilinear; those with the highest and lowest financial well-being had the highest psychological well-being. Qualitative findings suggest possible buffers for psychological well-being among educators with low-financial well-being and highlight struggles of those with low psychological well-being. Implications for how early childhood educators’ well-being might be supported with policy and practice initiatives are discussed.