“It’s Just Us Against the World”: Lived Experiences of Head Start Teachers on the Relationship Between Working Conditions, Well-Being, and Classroom Practice

Research Findings: Based on the lived experiences of Head Start (HS) teachers, this study aims to understand their perceptions of their psychological and physical well-being, the relationships between their work and well-being, and the support they need in the workplace to improve their well-being. Semi-structured interviews were conducted with 19 HS teachers. Findings demonstrate that HS teachers experienced several interconnected workplace challenges that influenced their psychological and physical well-being. Teachers explained how their work and well-being mutually impact each other. Teachers desired improvements in five dimensions, including policy and regulation (e.g. more designated breaks), working climate (e.g. more appreciation and support), well-being resources, professional and practice-related support, and physical environments (e.g. overall quality and safety). Practice or Policy: Policies and practices should be tailored to support HS teachers’ well-being by prioritizing designated breaks, balancing teacher needs with child-centered practices, improving compensation, clarifying work procedures, and creating physical environments that meet basic needs and ensure safety. Greater attention is also needed to increase teachers’ sense of physical safety. Future interventions could incorporate strategies to help supervisors strengthen communication and create supportive climates.