A Quarter of Early Childcare Educators in Colorado Reported Mistreatment from Co-workers – CU Anschutz newsroom

Report on Workplace Conditions in Early Childhood Education and Alignment with Sustainable Development Goals

Introduction: Educator Well-being as a Foundation for SDG 4 (Quality Education)

The well-being of early childhood educators is fundamental to achieving Sustainable Development Goal 4 (Quality Education). The mental health of educators directly impacts their capacity to foster positive relationships with children, which is essential for long-term developmental success. This report analyzes a study on the mental health and workplace conditions of early childhood educators, framing the findings within the context of the United Nations Sustainable Development Goals (SDGs).

Research Findings on Educator Well-being and Workplace Mistreatment

Study Scope and Demographics

A peer-reviewed study examined the mental health and workplace experiences of 332 early child care educators and staff across 42 Head Start centers in Colorado. The findings reveal significant challenges that impede progress toward multiple SDGs.

Key Findings on Mental Health and Workplace Environment

• Approximately 25% of staff reported experiencing discrimination or condescending treatment from colleagues within the past year.
• A direct correlation was found between higher levels of workplace mistreatment and an increased number of poor mental health days, with staff reporting an average of seven such days in the prior month.
• The early child care workforce reports higher rates of depression compared to the national average, contributing to high stress and professional turnover.
• One in four staff members experienced condescending or demeaning treatment, undermining the teamwork integral to the profession.

Analysis of Findings in Relation to Sustainable Development Goals

Challenges to SDG 3 (Good Health and Well-being) and SDG 8 (Decent Work and Economic Growth)

The study’s findings indicate a failure to provide conditions that support educator well-being and decent work.

• SDG 3: The prevalence of poor mental health and high stress among educators is in direct opposition to the goal of ensuring healthy lives and promoting well-being for all.
• SDG 8: The sector is characterized by conditions contrary to decent work, including:
  1. Significant pay disparity, with preschool teachers earning an average of $37,120 annually compared to $63,680 for elementary school teachers.
  2. High turnover rates, four times that of elementary school teachers, driven by low compensation and a lack of feeling valued.
  3. Substantial physical and psychological workplace challenges that compromise worker safety and health.

Implications for SDG 10 (Reduced Inequalities) and SDG 5 (Gender Equality)

Workplace mistreatment data reveals systemic inequalities that must be addressed.

• SDG 10: Discrimination based on race, ethnicity, and age was reported.
  • One in ten staff members reported discrimination based on race or ethnicity.
  • Younger workers (ages 18-29) were three times more likely to report discrimination than their older colleagues, indicating significant intergenerational inequality.
  • Workers under 35 reported eight to nine poor mental health days monthly, compared to 5.6 for older workers.
• SDG 5: As the early childhood education workforce is predominantly female, the systemic issues of low pay, poor working conditions, and workplace mistreatment represent a significant challenge to achieving gender equality.

Recommendations for Policy and Organizational Change to Advance the SDGs

Societal-Level Interventions for SDG 8 and SDG 10

To create a sustainable and equitable workforce, broad societal changes are required.

• Publicly acknowledge the integral role of the early child care workforce in societal development.
• Advocate for and implement compensation structures that are commensurate with the profession’s importance, thereby reducing economic inequality and improving worker retention.

Organizational-Level Strategies for SDG 3 and SDG 16 (Peace, Justice and Strong Institutions)

Child care organizations must build strong, supportive institutional frameworks to protect and promote educator well-being.

1. Implement comprehensive, health-centered policies and Total Worker Health interventions that integrate worker safety, health, and well-being.
2. Provide mandatory managerial training focused on building supportive, inclusive, and collegial teams to prevent mistreatment and foster a just workplace culture.
3. Deploy targeted wellness initiatives, such as the WELL Program, which has successfully used training in mindfulness and sleep hygiene to help staff manage stress.
4. Conduct further research into generational differences in workplace communication to develop evidence-based solutions that address the root causes of mistreatment and build stronger, more peaceful institutions.

Analysis of Sustainable Development Goals in the Article

1. SDGs Addressed or Connected

   The article highlights issues connected to the following Sustainable Development Goals (SDGs):

   • SDG 3: Good Health and Well-being: The article’s central theme is the poor mental health of early childhood educators, discussing high rates of depression, stress, burnout, and the number of “poor mental health days” they experience. It also links their well-being to the healthy development of the children they care for.
   • SDG 4: Quality Education: The article directly addresses the quality of early childhood education, stating that high-quality care “sets kids up for long-term success.” It argues that the poor working conditions and mental health of educators negatively affect their ability to provide this quality education.
   • SDG 8: Decent Work and Economic Growth: The article details numerous issues related to decent work, including low pay, high turnover rates, and poor working conditions. It specifically focuses on workplace mistreatment such as bullying, harassment, and discrimination, which are antithetical to a decent work environment.
   • SDG 10: Reduced Inequalities: The article explicitly discusses workplace inequality, citing research findings on discrimination based on age, race, and ethnicity. It notes that “1 in 10 early child care staff reported discrimination at work based on race or ethnicity” and that younger workers were significantly more likely to report discrimination.

2. Specific Targets Identified

   Based on the article’s content, the following specific SDG targets can be identified:

   • Target 3.4: “Promote mental health and well-being.” The article’s extensive discussion of educators’ poor mental health, stress, and depression, along with proposed solutions like the “WELL Program” which includes training for mindfulness and stress management, directly aligns with this target.
   • Target 4.2: “Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.” The article emphasizes that the well-being of educators is crucial for providing high-quality care, which in turn affects children’s development and readiness for primary education.
   • Target 8.5: “Achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.” The article highlights the significant pay disparity, noting that preschool teachers earn an average of “$37,120” annually compared to “$63,680” for elementary school teachers, directly addressing the issue of equal pay for work of comparable value.
   • Target 8.8: “Protect labour rights and promote safe and secure working environments for all workers.” The finding that “roughly 25% of early child care staff… self-reported discrimination and condescending or demeaning treatment” points to an unsafe and insecure working environment, which this target aims to rectify.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… practices.” The article’s findings on discrimination based on race, ethnicity, and age within the workplace are direct examples of the discriminatory practices this target seeks to eliminate.

3. Indicators Mentioned or Implied

   The article mentions or implies several indicators that can be used to measure progress:

   • Indicator for Target 3.4 (Mental Health): The average number of self-reported poor mental health days. The article states that surveyed staff “reported an average of seven poor mental health days in the month prior,” providing a quantifiable measure of mental well-being.
   • Indicator for Target 4.2 (Quality Education): The rate of educator turnover. The article points out that “Rates of turnover are four times higher among early child care educators than elementary school teachers.” A high turnover rate is an indicator of instability and can negatively impact the quality of education.
   • Indicator for Target 8.5 (Equal Pay): The wage gap between different levels of educators. The article provides specific salary figures (“$37,120” for preschool teachers vs. “$63,680” for elementary teachers), which serves as a direct indicator of pay inequality.
   • Indicator for Target 8.8 (Safe Work Environment): The prevalence of workplace mistreatment. The article quantifies this by stating that “1 in 4 early child care staff experienced condescending or demeaning treatment” and “1 in 10… reported discrimination.” These percentages are direct indicators of the safety of the work environment.
   • Indicator for Target 10.3 (Reduced Inequalities): The proportion of individuals reporting discrimination. The article provides specific data, such as “1 in 10 early child care staff reported discrimination at work based on race or ethnicity” and that discrimination was “three times as likely to be reported by the younger workforce,” serving as clear indicators of inequality.

4. SDGs, Targets, and Indicators Summary Table

   SDGs	Targets	Indicators Identified in the Article
   SDG 3: Good Health and Well-being	3.4: Promote mental health and well-being.	Average number of poor mental health days per month (reported as 7); Prevalence of depression and burnout.
   SDG 4: Quality Education	4.2: Ensure access to quality early childhood development, care and pre-primary education.	Educator turnover rate (reported as four times higher than for elementary teachers).
   SDG 8: Decent Work and Economic Growth	8.5: Achieve decent work and equal pay for work of equal value. 8.8: Promote safe and secure working environments.	Annual income disparity ($37,120 vs. $63,680); Percentage of staff reporting workplace mistreatment (25%); Percentage reporting condescending treatment (1 in 4).
   SDG 10: Reduced Inequalities	10.3: Ensure equal opportunity and eliminate discriminatory practices.	Percentage of staff reporting discrimination by race/ethnicity (1 in 10); Disproportionate rate of discrimination reported by younger workers (3 times more likely).

Source: news.cuanschutz.edu