Physiologic stress in the classroom

Does teacher's cortisol expression influence children's afternoon rise in cortisol at childcare

Bibliographic Data

ID21375625
AuthorsLisa J Schlueter (Department of Psychology University of Denver Denver Colorado USA), Lisa Schlueter (0000-0003-2949-5759, University of Denver), Andrew B McGee (Department of Psychology University of Denver Denver Colorado USA, corresponding author), Tasha Link (Department of Psychology University of Denver Denver Colorado USA), Lisa S Badanes (Department of Psychology Metropolitan State University of Denver Denver Colorado USA), Julia Dmitrieva (0000-0002-5255-0472, Department of Psychology University of Denver Denver Colorado USA), Sarah Enos Watamura (0000-0001-7860-0290, Department of Psychology University of Denver Denver Colorado USA)
Year2024
Volume61
Issue6
Pages2240-2254
Publication date2024-06-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.23163
OpenAlexW4391357386
LanguageEN
References cited44

Extant literature has demonstrated that children's diurnal stress physiology often looks different on childcare versus home days. Specifically, children experience a rise in cortisol, rather than a decline, over the day while in full‐time care. Additionally, temperamental fit within classroom environment may influence both child and teacher cortisol and outcomes. The current study investigated whether teachers' cortisol levels ( n = 11) were associated with child cortisol levels ( n = 71, mean age = 4.18 ± 0.81, 51% female) in the classroom while taking into account temperament, child sex assigned at birth, and classroom quality. Cortisol samples were collected on consecutive days at home and childcare for children, and at childcare 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. Using a cross‐sectional design, children in this sample had higher cortisol values in the afternoon while at childcare than at similar times of day at home. Teachers demonstrated a typical diurnal decline across the day but variation in total cortisol output at childcare. Two distinct predictors of afternoon cortisol levels were identified in children attending childcare: child age and mean teacher cortisol levels across the day, while negative affect and classroom quality were not significant. Younger children and children whose teachers had higher mean cortisol levels were more likely to have high afternoon cortisol at childcare. Higher diurnal cortisol values for teachers may indicate a higher stress environment for both teachers and children. These preliminary 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 for children's health and well‐being. Implications for research and policy, as well as limitations and strengths, are discussed

Cortisol awakening response · Developmental psychology · Hydrocortisone · Circadian rhythm and melatonin · Early Childhood Education and Development · Endocrinology · Medicine · Psychology · Stress Responses and Cortisol

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