Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function

Caron A C Clark; Holly Hatton-Bowers; Kimia Akhavein; Sarah Rasby; Gilbert R Parra

doi:10.3389/fpsyg.2024.1272294

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function

Front Psychol. 2024 Mar 13:15:1272294. doi: 10.3389/fpsyg.2024.1272294. eCollection 2024.

Authors

Caron A C Clark¹, Holly Hatton-Bowers², Kimia Akhavein³, Sarah Rasby², Gilbert R Parra²

Affiliations

¹ Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
² Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Lincoln, NE, United States.
³ Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.

Abstract

Introduction: Early childhood educators (ECEs) play a critical role in supporting the development of young children's executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs' capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children's EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms.

Methods: Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children's EF.

Results: In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children's EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children.

Discussion: ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

Keywords: adverse childhood experiences; early childhood education; executive function; post-traumatic growth; preschool; teacher well-being; trauma.

Grants and funding

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This research was supported by a grant from the National Institutes of Health (NICHD 1R21HD098447-01A1, PIs CC and HH-B) and by a grant from the Nebraska Children and Families Foundation (PI HH-B).