Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start
Bibliographic Data
| ID | 23367017 |
|---|---|
| Authors | Amy Roberts (0000-0002-9004-292X, University of Virginia), Amy M Roberts (0000-0001-6210-0267, Institute for Advanced Study, corresponding author), Jennifer Locasale-Crouch (University of Virginia), Jennifer LoCasale‐Crouch (0000-0002-9965-472X, University of Virginia), Bridget K Hamre (0000-0002-8748-3943, Institute for Advanced Study), Bridget Hamre (University of Virginia), Jamie Decoster (0000-0001-9751-6051, University of Virginia) |
| Year | 2016 |
| Volume | 27 |
| Issue | 5 |
| Pages | 642-654 |
| Publication date | 2016-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2016.1127088 |
| OpenAlex | W2440243261 |
| Language | EN |
| Citations received | 60 |
| References cited | 41 |
Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made significantly fewer gains in social-emotional skills as reported by both teachers and parents. We found no evidence of mediation by the quality of teacher–child interactions. Practice or Policy: These findings have implications for understanding and supporting Head Start teachers’ mental health and potentially improving children’s social-emotional outcomes.
Developmental psychology · Head start · Mediation · Mental health · Psychiatry · Social emotional learning · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Physical Activity, Physical Well-Being, and Psychological Well-Being
Quality in Early Education Classrooms
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
Early Childhood Educators’ Wellbeing During the Covid-19 Pandemic
How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers
Occupational health in the educational context
Is the Teaching Environment a Risk Factor for Depression Symptoms? The Case of Capricorn District in Limpopo, South Africa
In search of silver linings in teaching during Covid-19
Challenges and supports for educator well-being
The Role of Teacher Emotion Regulation and Stress on Children’s Executive Functioning
Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
Preschool Teachers’ Emotion Socialization and Child Social-Emotional Behavior in Two Countries
Work Climate in Early Care and Education and Teachers’ Stress
Teacher and Classroom Predictors of Preschool Teacher Stress
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers
The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens
Burnout and Teacher–Child Interactions
Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators
Everyday Heroes
Physical Well-being in Early Childhood Teachers
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being
Stress in teaching professionals across Europe
“May all be well”
Psychological and physiological stress and stressors in early childhood educators
Testing a holistic conceptual framework for early childhood teacher well-being
Early childhood teachers' sense of community and work engagement
Teacher Depressive Symptoms and Child Math Achievement in Head Start
Teacher depressive symptoms and children's school readiness in Ghana
Linking early educator wellbeing to classroom interactions and teacher turnover
Inside the classroom door
To Whom Little Is Given, Much Is Expected
Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning
Both sides of the screen
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic
The association of daily spiritual experiences with depression among Head Start staff
A novel ecological model of holistic early childhood workforce well-being
Positive Childhood Experiences and Spiritual Well-Being
Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing
Resilience in Early Head Start
A longitudinal study of Head Start teacher turnover trends and factors
Organizational communication satisfaction and well-being
Self-compassion as key to stress resilience among first-year early childhood teachers during Covid-19
Teachers' mental health and perceptions of school climate across the transition from training to teaching
Knowledge, stigma, and beliefs toward mental illnesses among schoolteachers in Damascus
Associations among early childhood educator compensation, wellbeing, and job commitment
Taking a deeper dive into understanding factors associated with head start staff turnover using a holistic well-being framework
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
Describing Teachers’ Well-Being Prior to and 18 Months After Covid-19 School Closures, with a Focus on Early-Career Teachers and Teachers of Color
Head Start Educators’ Occupational Stress
Self-Reported Depressive Symptoms Among Preschool Teachers
How do early care and education workforce and classroom characteristics differ between subsidized centers and available center-based alternatives for low-income children
The effects of a childcare training program on childcare quality and child development
Caregiver's Depressive Symptoms and Young Children's Socioemotional Development Delays
The role of physical activity promoting thinking skills and emotional behavior of preschool children
Diagnostic and Statistical Manual of Mental Disorders
From Neurons to Neighborhoods
For Better and For Worse
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Pathways from teacher depression and child-care quality to child behavioral problems.
Teaching through Interactions
Social Skills Rating System
Maternal Depression and Child Development
The Physical and Mental Health of Head Start Staff
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Emotions Matter
Does prekindergarten improve school preparation and performance?
Child development in the context of adversity
Physical Aggression During Early Childhood
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Maternal depression and parenting behavior
Mindfulness training and reductions in teacher stress and burnout
Behavior Problems of Preschool Children From Low-Income Families
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (Care)
Depressive Symptoms in Third-Grade Teachers
The Prosocial Classroom
The CES-D Scale
Kindergarten children's emotion competence as a predictor of their academic competence in first grade
Features of Pre-Kindergarten Programs, Classrooms, and Teachers
Self-reported depression in nonfamilial caregivers
The Individualized Classroom Assessment Scoring System (inCLASS)
Workplace stress and the quality of teacher–children relationships in Head Start
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Child/adolescent behavioral and emotional problems
Marital Disruption, Parent-Child Relationships, and Behavior Problems in Children
| Unique citing works | 60 |
|---|---|
| Citations per year | 6 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 57 |