Disaster Mental Health
Ruby A. Natale, Ph.D., Psy.D.
Associate Professor
University of Miami
Ft Lauderdale, Florida
Yaray Agosto, M.P.H.
Research Associate
University of Miami
Miami, Florida
Mavis Ma, M.A., M.S.
Biostatistican
University of Miami
Miami, Florida
Sarah Messiah, M.P.H., Ph.D.
Professor of Epidemiology, Human Genetics & Environmental Sciences in the School of Public Health,
University of Texas
Houston, Texas
Tanvi bafna, M.P.H.
Medical Student
University of Miami
Miami, Florida
Melissa Blake, M.P.H.
Medical Student
University of Miami
Miami, Florida
Background: COVID-19 psychosocial data remain scarce, specifically longitudinal data representative of racial and ethnically diverse populations of young children and adults in the US. Childcare centers are essential businesses negatively impacted by the COVID-19 pandemic and other public health crises, yet little is known about effective public health interventions that can address centers’ pressing short- and long-term needs.
Method: A COVID-19 Risk and Resiliency survey was created in March 2020 and delivered to childcare centers in Miami-Dade County via an electronic survey. A cross sectional sample with a different group of teachers was also completed the survey in November-December 2022. The purpose of the survey was to determine psychosocial impacts of COVID-19 on providers as well as coping strategies over the course of the pandemic. The survey was available in English, Spanish, and Creole.
Sample: The initial sample consisted of 95 ethnically diverse teachers consistent with Miami-Dade County demographics (71% Hispanic, 18% African American, 6% Haitian). The cross-sectional sample consisted of 81 teachers of similar race and ethnicity (90% Hispanic, 7% African American, 2.5% other).
Results: Results of this survey with the initial sample (surveyed March-June 2020) showed that childcare providers reported high levels of levels of stress and distress over the various timepoints. Specifically, Anxiety (72.6%), sleep disturbance (52.7%), and sadness/depression (39.6%) remained relatively constant over time. Regarding classroom management, 53% reported needing help with children’s behavior challenges as a result of COVID-19 (e.g., strategies to help children physically distance use their masks, handwashing, communicating guidelines to parents) and these concerns remained over time. Regarding use of technology and telehealth, 68% reported that telehealth was not helpful in learning new things. Many reported that they would like to learn more about mindfulness, relaxation, and self-care skills. The results of the survey with the cross-sectional sample (surveyed November-December 2022) showed that 22% of teachers reported needing help with children’s challenging behaviors as a result of COVID-19, 46% are reporting anxiety over COVID-19, 18% reported that telehealth was not helpful in learning new things.
Conclusions: Childcare providers are experiencing high levels of stress and other psychosocial symptoms because of COVID-19 over the course of the 2-year pandemic period. Such findings inform the design of interventions for the early childhood workforce and the need to consider pre-pandemic stress as well as coping strategies. These results suggest that there is a distinct need to provide support for childcare providers especially given their role as a protective factor for children. While, the downstream effects of COVID-19 are still unknown, it is important to provide adequate supports to childcare centers and develop policies for disaster recovery.