Head start staff well-being: early impact results from a cluster randomized controlled trial (RCT) of the Happy Teacher Wellness Intervention

Early Care and Education (ECE) teachers are widely documented to be underpaid and under-supported, resulting in a workforce vulnerable to burnout and turnover. The stakes may be especially high for Head Start staff, given higher standards of performance and, with them, higher job demands. However, few interventions to improve ECE teacher well-being exist and those that do typically address only one area of well-being. Via a parallel-group, cluster randomized control trial (RCT) design, we developed, implemented, and evaluated an innovative multi-tiered intervention designed to improve the well-being (physical, psychological, and professional well-being [P 3 ]), intent to leave, and classroom quality of Head Start teachers and leaders in urban settings. This 10-week-long tiered intervention model consisted of four key elements added by tier, which included a wearable fitness tracker (T1), ten weekly self-guided online modules (T2), individualized wellness coaching (T3), and, environmental and center-level supports (T4). Analysis of data from the first 382 participants in the program reveal that the wellness intervention helped improve P 3 , particularly in the area of psychological well-being for teachers, including self-reported hope, overall mental health, stress management, and decreased depressive symptoms. Physical well-being for teachers and leaders was also positively impacted, including sleep, exercise behaviors, and overall physical health. Self-efficacy and classroom quality were also positively impacted across all tiers for teachers. Fewer leader impacts were observed, with the exception of stress management.