Each year, the World Health Organisation (WHO) selects a key mental health issue to spotlight on Mental Health Awareness Day, celebrated on 10 October. This year, WHO’s focus is on mental health in the workplace, stressing the importance of safe and supportive work environments. This connection between unhealthy working conditions and mental health risks is clear, particularly for those in high-pressure professions. Early-year practitioners, who often juggle demanding roles in caring for children while balancing personal and professional responsibilities, are especially vulnerable. In this article, we explore the mental health challenges faced by early-years teachers and discuss practical strategies for them to protect and improve their well-being in a profession that requires constant emotional, physical, and mental resilience.
Dr. Sofie Skogen, a homoeopathic doctor with nearly three decades of experience, combines her medical education with her passion for holistic well-being. Through her unique approach, she empowers clients to prioritise mental, emotional, and physical health. As she explains, “In addition to my homoeopathic treatments, it’s good to have a place to come and just talk to somebody who is actively listening.” In this article, Dr Skogen’s insights help us explore how early years teachers can manage their mental health while balancing the demands of their profession.
Introducing Mental Health in Early Years Education
Early-years teachers are often faced with the dual challenge of nurturing young minds while balancing their own mental health. Dr Skogen offers a unique perspective on how mental, emotional, and physical well-being are deeply interconnected. Drawing from her extensive background in medicine and holistic healing, Dr Skogen emphasises the importance of addressing mental health in a comprehensive way.
She commented, “I practise holistic medicine, so I take everything into consideration when I assess the case to resolve the anxieties and depression.” Her approach integrates homoeopathic treatments with active listening and counselling, providing a supportive environment for individuals to process their emotions.
This holistic mindset is essential for early-years practitioners, who often face high levels of stress due to the demands of their profession. By prioritising mental health and fostering spaces for self-reflection, teachers can manage the emotional and physical pressures of their work more effectively.
The Pressure of Multiple Roles
Early-years practitioners often juggle multiple responsibilities, including teaching, further education, and family obligations. This constant balancing act can take a significant toll on their mental well-being, as the demands from different aspects of life leave little room for personal care. Dr Skogen explains that when teachers are overstretched, the impact on their mental health can be severe; “When we start juggling many different roles without factoring in time to nurture ourselves… the stress obviously goes sky high.”
The consequence of neglecting self-care can manifest in disrupted sleep patterns, poor nutrition choices, and elevated stress levels. Dr Skogen highlights how lack of sleep is particularly damaging: “When you’re overstressed, your neurological system doesn’t get to rest… your brain showers itself and releases toxins during deep sleep, but that can’t happen if you’re not sleeping properly.” These disruptions often lead to unhealthy coping mechanisms, such as relying on sugary foods for quick energy, which can only exacerbate the problem.
In a profession dominated by women, many of whom carry additional responsibilities at home, this pressure can become overwhelming. Dr Skogen emphasises that teachers need to prioritise their own health and well-being to avoid burnout. By understanding the psychological effects of stress and creating boundaries, early-years practitioners can better manage the multiple roles they are required to fill without sacrificing their mental health.
Work-Related Mental Health Challenges
Teaching young children is not only physically demanding but also emotionally draining. Early-years teachers often bear the weight of nurturing children who rely heavily on them for guidance, care, and emotional support. According to Dr Skogen, this combination of physical exhaustion and emotional labour can lead to stress and burnout. She identifies common signs teachers should be aware of: “It’s the irritability, lack of sleep, chronic fatigue, and cravings for quick fixes like sugars and carbs.”
One of the unique challenges faced by early-years practitioners is the nature of their role. As Dr Skogen points out, young children learn best through play, and early-years educators must constantly adapt to their developmental needs. ‘When you’re teaching a small child, they must learn through play,” she explains. If a system doesn’t support play-based learning, it creates a battle between the teacher’s role and the child’s natural way of learning. This disconnect can be exhausting for teachers, who must find ways to engage children in a structured environment that may not fully align with their developmental needs.
Additionally, early-years teachers often take on multiple roles beyond educator, including being a caregiver and communicator with parents. Dr Skogen highlights the emotional burden this adds: “Parents are using the school and nursery as a place to keep their children when they go to work… so teachers have to be mothers, nurses, and educators all at once.” This emotional overload, coupled with the system’s demands, makes it critical for early-years teachers to recognise the signs of burnout and take steps to protect their mental health.
Managing Work Demands While Studying
Balancing work and studies is a challenge for many early-years teachers, but Dr Skogen stresses that effective time management is crucial. “The best thing to do is to be good at time management and make sure you get enough quality sleep.”
She recommends simple strategies like starting the day with sunlight exposure to regulate circadian rhythms and incorporating short, effective physical activity, such as 7-10 minute HIIT sessions. A protein-rich breakfast is also key to maintaining energy and avoiding sugar cravings throughout the day. By prioritising sleep, nutrition, and focused scheduling, teachers can balance work and studies without sacrificing their mental health.
Family and Social Life Balance
Balancing the demands of work and family life can be especially challenging for early-years teachers. Many struggle to switch off after spending their days nurturing young children, often feeling obligated to continue supporting parents or managing family responsibilities. Dr Skogen stresses the importance of setting boundaries to avoid burnout: “You can’t keep catering for parents of 25 children all afternoon and evening… that’s just not fair.”
In addition to work-life boundaries, maintaining a healthy social life is crucial for emotional well-being. However, Dr Skogen advises that this should be balanced with self-care: “Social life is important, but it’s vital to make time for yourself… do something that cares for you, like having a massage.” By setting clear limits and carving out personal time, teachers can better manage the stresses of both their professional and personal lives, protecting their mental health in the process.
Self-Care Practises for Teachers
In the demanding field of early-years education, self-care is essential for maintaining mental health. Dr Skogen recommends incorporating simple yet effective self-care practises into daily routines. “Get up early, ease into the day, and eat healthy,” she advises, emphasising the importance of starting the day with intention.
Healthy eating, regular hydration, and physical activity are fundamental components of a balanced lifestyle. Dr Skogen suggests that teachers focus on nutrient-dense foods and maintain hydration throughout the day to support overall well-being. She also highlights the benefits of mindfulness practices: “Meditation and breathing techniques can help snap you out of stress and into a calm space within minutes.”
By prioritising self-care, early-years teachers can better manage stress, remain energised and create a positive environment for both themselves and the children in their care. Implementing these practices can help cultivate resilience, allowing educators to thrive in their roles.
The Role of Support Systems
Support systems play a vital role in maintaining the mental health of early-years teachers. Dr Skogen underscores the importance of seeking professional mental health services, such as counselling, especially for educators who may feel isolated or overwhelmed. “Not everyone has a good social network… professional counselling provides a non-judgemental space for teachers to offload their problems.”
These support systems offer a safe environment where teachers can express their concerns and receive guidance tailored to their unique challenges. By connecting with a counsellor, early-years practitioners can gain valuable insights and coping strategies, helping them navigate the emotional demands of their profession.
Additionally, fostering a supportive community among colleagues can create a culture of openness and shared experiences. Regularly sharing challenges and solutions can strengthen relationships and provide teachers with a sense of belonging. Ultimately, robust support systems are essential for helping early-years teachers prioritise their mental health and prevent burnout.
Long-term Mental Health Strategies
For early-years teachers, adopting long-term mental health strategies is essential to prevent burnout and sustain their well-being over time. Dr Skogen emphasises that maintaining a balanced lifestyle is key: “When you care for your physical being, you are also caring for your emotional and mental being.”
Establishing consistent routines around sleep, nutrition, and exercise can significantly impact mental health. Dr Skogen recommends prioritising sleep quality and ensuring a nutrient-rich diet to support overall well-being. “You need to eat properly so you don’t fall ill, these basic practises are crucial.”
In addition to physical health, teachers should also cultivate emotional resilience by engaging in activities that foster joy and relaxation, such as hobbies or time spent with loved ones. Regularly assessing personal well-being and adjusting self-care routines can help teachers stay attuned to their needs. By implementing these long-term strategies, early-years practitioners can create a sustainable framework for maintaining their mental health, ultimately enhancing their ability to support the children in their care.
Impact of Teacher Well-Being on Children
The mental well-being of teachers directly influences the children in their care. When teachers struggle with their mental health, it affects their ability to provide a nurturing and supportive environment, which is essential for young learners.
Children are highly sensitive to the emotional states of their educators. A teacher’s stress can create a tense atmosphere, hindering children’s ability to engage and thrive. Conversely, when teachers prioritise their mental health and well-being, they can foster a positive learning environment, enabling children to feel safe, secure, and ready to learn. Thus, it is vital for early-years practitioners to prioritise their own mental health not only for their sake but for the well-being and development of the children they serve.
Final Tips for Early-Years Teachers
Dr Skogen offers a key piece of advice for early-years teachers: self-care is essential for sustaining both personal well-being and professional effectiveness. “In self-care, there is also care for others… when you care for yourself, you have more space for others.” She encourages educators to be proactive in implementing self-care practises, setting boundaries, and seeking support when needed.
Furthermore, finding small moments in the day to practise mindfulness or engage in activities that bring joy can make a significant difference. Teachers should remind themselves that prioritising their mental health is not selfish: it is a necessary for being the best caregivers and educators they can be.
As we recognise the importance of mental health awareness, it is crucial to understand the unique challenges faced by early-years teachers and the impact of their mental health on both themselves and their students. By integrating self-care practises, building resilience, and leveraging support systems, educators can navigate the complexities of their roles while maintaining their well-being. Dr Skogen’s insights provide valuable guidance on how to foster a healthier work-life balance and enhance overall mental health.
Early-years practitioners are encouraged to prioritise their mental health. For personalised support, Dr Sofie Skogen offers consultations at Prima Vita Clinic on Wednesday and Thursday, and at Eternal Clinic on Saturdays, Mondays and Tuesday. International clients can reach her via WhatsApp at +971503957171.
Take proactive steps to care for yourself and create a positive impact in your classroom.
