Happy Teacher Meta-Analysis Study

The purpose of the meta-analysis study was to compile existing experimental evidence on interventions which have tried to target one or more aspects of ECE teacher well-being. Despite extensive evidence regarding the importance of teachers’ psychological, professional, and, to a lesser extent, physical well-being, interventions specifically targeting teachers’ well-being are few, particularly in ECE. Most of studies focused more frequently on psychological well-being rather than professional or physical well-being (i.e., stress reduction via mindfulness practice, building emotional awareness, and self-compassion (Lang et al., 2020; Zarate et al., 2019). These studies have demonstrated some positive impacts on stress and burnout (Lang et al., 2013). Findings on the effectiveness of physical wellness interventions are few and more equivocal. Teachers’ professional well-being is, at least in part, supported by programs’ ongoing efforts to provide professional development and coaching focused on classroom instruction and interactions (e.g., Coogle et al., 2019; Pianta et al., 2008), but this too is limited. Evidence of more comprehensive and effective interventions is needed to inform changes to policy and practice to improve the well-being of teachers. Efforts to date have been piecemeal and no clear approach has emerged as a policy-ready strategy to support this vulnerable workforce. The threats to teachers’ well-being are systemic and multidimensional, highlighting the need for a holistic package of support.