Psychological Safety in Early Childhood Education: A Promising Pathway for Supporting Teacher Engagement and Implementation

Early childhood educators face growing job demands and limited support, hindering their ability to implement evidence-based practices. This study examined the utility of psychological safety for early childhood educators. Using a mixed-methods design, we examined psychological safety, barriers and supports to implementation, and engagement in a Simple Interactions Professional Learning Community (SI PLC) among nine early childhood teachers. Findings showed that higher psychological safety was linked to strong peer support and reduced administrative pressure. Participation in the SI PLC fostered relational trust and risk-taking. Results suggest that supportive professional development can enhance implementation readiness in early childhood education.