New Research: The Listening to Teachers Study
RESEARCH RELEASE
Listening to New York City's Early Care Educators
"I discovered that I am worth more than I once thought"- Study Contributor
The Listening to Teachers Study from the Straus Center for Young Children at Bank Street College of Education sheds light on the experiences of the early childhood care and education workforce during the ongoing COVID-19 pandemic. The recently released report is a follow-up to a previous report that provided findings from an initial statewide 2020 survey. The new report from the study invites important reflection and discussion towards action for a more equitable post-pandemic early care and education system in New York City.
Key findings from the report include:
- 86% reported being affected by 5 or more (of 11) economic, health, social, and emotional stressors.
- 32% had a household income below $35K – in New York City.
- Family Child Care professionals far more frequently worked with infants and toddlers than other survey contributors; were weathering more economic stresses; and reported significantly higher rates of suffering and struggling.
- 61% reported not feeling burned out in June 2021, but the odds of program leaders indicating potential burnout were 1.7 times higher than all others.
- Support from supervisors and system representatives (e.g., coaches) reduced the odds of someone reporting potential burnout.
- The odds of those identifying as Black, Indigenous, or Other People of Color being in leadership positions were significantly less than their white colleagues.
This project was made possible by The New York City Early Childhood Research Network through funding provided by the Heising-Simons Foundation and the W. Clement & Jessie V. Stone Foundation.
