Exploring early educator burnout and process quality in a statewide sample.

Building on literature linking educators' psychosocial well-being to early education and care quality, this study analyzed early educators' (N = 648) reports of burnout across a range of group-based care types in one state and examined the relation of burnout to setting quality. Confirmatory factor analysis showed the burnout measure, a self-reported emotional exhaustion scale, had a one-factor structure and adequate internal consistency among educators working in a range of early education and care settings. Measured by the scale, educators on average reported infrequent feelings of burnout.

Systemic barriers and opportunities for implementing school-based social-emotional learning interventions in low-income and conflict-affected settings.

Children living in low-income and conflict-affected settings face unique systemic risk factors that shape their social, emotional, and mental well-being. However, little is known about how these and other systemic factors may impede or support the delivery of social-emotional learning (SEL) interventions in these contexts. In this article, we draw from our experience delivering and evaluating a classroom-based SEL curriculum in Rio de Janeiro, Brazil to surface systemic barriers and opportunities for implementing SEL interventions in low-income, conflict-affected settings.

Patterns of preschool educators' beliefs and practices over the course of a coaching intervention.

This study used person-centered approaches to examine whether educator beliefs and practices transformed as a result of a randomized coaching intervention focused on the quality of teacher-child interactions. It also considers whether educators' beliefs and practices at the end of the intervention were in turn jointly associated with children's development. Latent profile analysis with a sample of 281 preschool educators working primarily in public school prekindergarten and Head Start programs across nine U.

School Learning Format and Children's Behavioral Health During the COVID-19 Pandemic.

This cohort study investigates the association between US children’s behavioral health and the school learning format used during the COVID-19 pandemic.

Changes in Children's Behavioral Health and Family Well-Being During the COVID-19 Pandemic.

Objective: The coronavirus disease 2019 pandemic and associated public health measures have influenced all aspects of life for children and families. In this study, we examine changes in children's behavioral health and families' well-being at the start of the pandemic.

Method: We used longitudinal data on 2880 children from 1 US state collected over 3 waves to compare family and child well-being before and after a state-wide stay-at-home advisory set in March 2020.

Um Compasso Para Aprender: A Randomized Trial of a Social-Emotional Learning Program in Homicide-Affected Communities in Brazil.

Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention-Programa Compasso (PC)-among 3,018 sociodemographically diverse, Portuguese-speaking children (M  = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017.

Early Educators' Collective Workplace Stress as a Predictor of Professional Development's Impacts on Children's Development.

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators' collective workplace stress moderates professional development's impacts on children's language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M  = 4.

Beyond Neighborhood Socioeconomic Status: Exploring the Role of Neighborhood Resources for Preschool Classroom Quality and Early Childhood Development.

The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g.