The Quiet Role of Early Education in Mental Health
In a cozy early learning classroom, something quietly profound is happening. A group of 3- and 4-year-olds sit in a circle, singing songs and sharing toys, while their teacher offers a warm smile and a gentle guiding hand. These everyday moments – children taking turns with a favorite toy or a teacher bending down to listen at eye-level – are more than just cute interactions. They are the building blocks of early childhood mental health and emotional resilience. In fact, research shows that early experiences literally shape the developing brain, laying the foundation for mental health across the lifespan. Early childhood classrooms, with their caring educators and nurturing environments, play a quiet yet critical role in this foundation. By fostering emotional development in children from the start, these settings set the stage for lifelong well-being.
Early Childhood Mental Health: Foundations in the First Years
The first few years of life are a critical window for mental and emotional development. Neuroscience tells us that early experiences and relationships sculpt the architecture of a child’s brain, influencing everything from their ability to learn to how they handle stress. Positive experiences – like consistent care, play, and affection – help build sturdy brain connections for trust and self-regulation. Conversely, negative experiences such as chronic stress or neglect can disrupt development and impact a child’s well-being well into the future. In other words, mental health outcomes are shaped very early on, with the earliest years being of critical importance.
One key aspect of early mental health is emotional development. Emotional development begins early in life – even in infancy – and the ability to regulate feelings and interact with others is key for later academic success, mental health, and social relationships. A toddler who learns to calm themselves after a frustration or a preschooler who can express “I feel sad” is developing skills that will benefit them in school and beyond. Studies have found that children who are mentally healthy in early childhood tend to be happier, more motivated to learn, and have a positive attitude toward school. They participate eagerly in class activities and often show higher academic performance than peers who struggle with emotional difficulties. On the other hand, young children with untreated social and emotional difficulties may have trouble following directions, struggle in learning activities, and suffer low self-esteem or peer rejection. Thus, nurturing mental and emotional well-being in the early years is just as important as caring for a child’s physical health, affecting their capacity to develop and lead a fulfilling life.
Early Classrooms: Nurturing Emotional Development in Children
Early learning environments – from daycare centres and preschools to kindergarten classrooms – are among the first places children practice social and emotional skills outside the home. In these classrooms, guided by trained educators, children learn how to share, take turns, solve little conflicts, and label their feelings. Every time a teacher helps two preschoolers negotiate over a toy or comforts a child missing their parent, they are nurturing emotional development in children in a very tangible way. “Trusting relationships” are at the heart of this process. Young children develop and learn in the context of relationships, and a trusting, caring teacher–child relationship is essential for children’s optimum development. Research has shown that children who have close, positive relationships with their teachers are more willing to ask questions, try new tasks, and express their feelings and thoughts than those who lack that trust. In a sense, early educators are not just teaching ABCs – they are teaching kids how to understand themselves and relate to others.
Intentional, emotionally responsive teaching makes a remarkable difference. Great early educators consistently offer warmth, affection, and respect to every child, creating a safe space for little ones to express themselves. Studies note that warmth and affection – even on tough days – are critical to children’s well-being in early education settings. This consistent warmth helps children feel secure and valued. It models gentle behaviour and is linked with children’s ability to interact positively with peers. Imagine a caring educator who greets each child with a smile each morning and remains calm and patient even during tantrums. That steadiness isn’t just pleasant – it’s profoundly beneficial. It helps children learn to manage big emotions and mirrors how to treat others kindly. Over time, children in such nurturing classrooms tend to develop stronger empathy, better emotional regulation, and healthier relationships. As one article aptly put it, helping children develop social and emotional skills is the heart and soul of any good program for young children.
Furthermore, a high-quality early learning environment often integrates social-emotional learning (SEL) activities – like circle time discussions about feelings, cooperative games, or mindfulness and calming exercises appropriate for little kids. These activities in early childhood can yield long-term benefits. They build the foundation for resilience by teaching children to bounce back from setbacks and to seek help when needed. We see the payoff of this focus even in primary school: children who had strong social-emotional support in early education are often more ready to learn, more socially competent, and less likely to develop serious behaviour problems later on.
Teacher Mental Health and the Classroom Climate
While we celebrate the mental health benefits for children in early education, there’s a quieter story unfolding in parallel: the well-being of the educators themselves. Early childhood teachers pour so much heart into their work – but who looks after their emotional health? The truth is that an educator’s mental well-being has a direct ripple effect on the classroom climate and, ultimately, on children’s outcomes. When teachers are stressed, burnt out, or struggling, the nurturing environment they strive to create can falter. On the flip side, when teachers feel supported, balanced, and emotionally healthy, they can be the steady, caring presence each child needs.
Scientific research is increasingly shedding light on this crucial connection. Studies find that early childhood educators who experience high stress or poor mental health often see the quality of teacher–child interactions suffer, and even the overall quality of the early childhood setting can decline. Imagine a teacher who is overwhelmed and exhausted – they may become irritable or withdrawn, unintentionally creating a tense atmosphere that children can sense. In contrast, a teacher who feels calm and supported can better soothe children’s stress and trauma rather than accidentally escalating it. In fact, teachers’ own experiences and mental health can serve to either escalate or soothe the stress levels of the young children in their care. Especially for children who have experienced adversity or trauma, a sensitive and emotionally available teacher can make a world of difference in helping them feel safe and learn to cope with big feelings.
There’s also evidence linking teacher mental health to children’s behavioural and learning outcomes. When educators are emotionally well, they are more likely to implement high-quality teaching practices and positive behaviour support in the classroom. They can be more patient and creative in addressing each child’s needs. On the other hand, an educator coping with anxiety or depression might find it harder to maintain consistency or warmth, which can lead to more behavioural challenges among children. It becomes a cycle: a stressed teacher may have a class with more outbursts or conflicts, which further increases stress. Breaking this cycle by investing in teacher well-being is critical. As a U.S. Department of Education brief succinctly noted, teacher well-being is linked to positive classroom environments that promote students’ academic and non-academic outcomes. In early education, where social-emotional growth is a priority, a positive classroom climate can make all the difference – and teachers set that climate.
Supporting Educators Benefits Children
Recognizing the connection between educator well-being and child mental health means that supporting our teachers is not a luxury – it’s a necessity. These early childhood educators are on the front lines of nurturing the next generation’s emotional resilience. Yet many face high levels of stress, low pay, and insufficient resources. Supporting them is an investment in our children’s future. Research backs this up: educators who lack well-being and face poor working conditions are at risk, and this “triple jeopardy” of stress not only harms teachers but also threatens the quality and sustainability of early education. By contrast, when we take care of teachers, we empower them to create the warm, responsive classrooms in which children thrive.
So, what does supporting educators look like? It can range from providing better training and mental health resources for teachers, to ensuring they have adequate planning time, breaks, and supportive supervisors who prioritize emotional well-being. It means fostering a workplace culture in early learning centres that values self-care and professional growth just as much as lesson plans and curricula. Organizations and policymakers are beginning to act on this knowledge. For example, some programs offer mindfulness workshops or counselling services for teachers to help them manage stress. Others, like The Fraser Foundation, provide scholarships and professional development opportunities to reduce the burdens on educators and uplift the profession. All these efforts share a common understanding: when we invest in the support and well-being of educators, we amplify the positive impact on children’s lives.
A simple but profound truth has emerged from both research and the experiences of those in the field – when educators thrive, so do the children and communities they support. A teacher who feels heard, valued, and equipped is able to be fully present with children, to greet each day with patience and enthusiasm, and to form those all-important secure bonds with their students. And children, in turn, feel secure, curious, and ready to learn. Supporting educators is ultimately another way of supporting children’s mental health.
Early education may often work quietly in the background of mental health, but its role is undeniably powerful. For every child building confidence in a supportive classroom, there’s an educator guiding that journey – and that educator deserves our support. As caregivers of our youngest minds, early childhood teachers should never have to pour from an empty cup. It’s up to all of us – families, communities, organizations, and policymakers – to ensure those teachers are cared for, just as they care for our children.
At The Fraser Foundation, we are dedicated to “supporting those who support children,” a mission grounded in the belief that removing barriers for educators creates brighter futures for kids. Whether it’s through scholarships that ease financial stress for aspiring early childhood teachers, free professional development on children’s emotional well-being, or wellness initiatives in early learning centres, our focus is on lifting up educators. We invite you to join us in this mission.
Here’s how you can help: Consider volunteering or donating to programs that provide mental health resources for teachers. Advocate for policies that fund early education and teacher wellness. Even a simple thank-you note to an early educator you know can brighten their day. Every act of support sends a message that teacher mental health matters. By taking action – big or small – you become part of a movement to strengthen early childhood mental health from the ground up.
The quiet work happening in our early childhood classrooms today will echo for decades in the hearts and minds of our children. Let’s work together to support those classrooms and the educators who make them places of warmth, safety, and emotional growth. When we invest in early education and educator well-being, we invest in a healthier, happier future for everyone.
Join The Fraser Foundation in championing early childhood mental health and teacher well-being – because the best way to help children thrive is to ensure their educators thrive too.
