9.7: Retaining Staff and Supporting Well-Being
- Page ID
- 58440
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Recruiting and hiring strong staff is only part of building a stable early childhood program. Retaining staff over time is equally important. High turnover disrupts relationships, reduces program consistency, increases administrative workload, and can negatively affect children’s sense of security. For this reason, administrators must actively consider how to support staff well-being, job satisfaction, and long-term commitment to the program.
Retention is influenced by many factors, including working conditions, compensation, leadership, workload, and opportunities for growth. While not all factors are fully within a program’s control, administrators play a significant role in shaping the day-to-day experience of staff.
Why Retention Matters
Stable staffing is particularly important in early childhood settings because relationships are central to children’s development. When staff frequently leave, children must repeatedly adjust to new caregivers, and families may lose trust in the program’s consistency. Remaining staff may also experience increased stress as they take on additional responsibilities or help orient new employees.
Retention also affects program quality. Programs with stable staff are more likely to maintain consistent routines, implement curriculum effectively, and build strong communication with families. In contrast, high turnover can lead to uneven practice, gaps in supervision, and increased reliance on substitutes or less experienced staff.
Working Conditions and Daily Experience
One of the strongest influences on retention is the daily working environment. Staff are more likely to remain in a program when they feel supported, respected, and able to do their jobs effectively. This includes having manageable workloads, access to necessary materials, and realistic expectations for what can be accomplished during the day.
Administrators should consider whether staff have:
- adequate planning and preparation time,
- sufficient support during busy or high-demand periods,
- access to materials and resources needed for their work, and
- clear and consistent expectations.
Even when compensation is limited, improvements in working conditions can make a meaningful difference in whether staff choose to stay.
Compensation and Benefits
Compensation is a major factor in retention, even though it is often constrained by program funding. Staff who are not able to meet their financial needs may leave the field or seek positions in other programs with higher pay or better benefits.
While administrators may not always control salary structures, they can often influence related factors such as scheduling stability, access to benefits, and transparency about compensation policies. When possible, programs should aim to provide compensation that reflects the level of responsibility and professionalism required for early childhood work.
It is also important to communicate clearly with staff about compensation, raises, and advancement opportunities. Uncertainty or lack of transparency in these areas can contribute to dissatisfaction.
Program Climate and Leadership
The overall climate of the program plays a significant role in retention. Staff are more likely to remain in programs where they feel respected, heard, and supported by leadership. This includes having administrators who communicate clearly, respond to concerns, and treat staff fairly.
Positive program climate is supported when administrators:
- provide consistent communication,
- follow through on expectations and policies,
- address concerns in a timely manner,
- recognize staff contributions, and
- create a sense of shared purpose.
Leadership style matters. Programs with unclear expectations, inconsistent decision-making, or limited communication often experience higher turnover, even when other conditions are similar.
Opportunities for Growth and Advancement
Staff are more likely to remain in a program when they see opportunities for professional growth. This may include access to training, support for advancing permits or education, opportunities to take on new responsibilities, or pathways into leadership roles.
Programs should be transparent about how staff can grow within the organization. Even small opportunities—such as leading a project, mentoring a colleague, or participating in program improvement efforts—can contribute to job satisfaction and retention.
When staff feel that their development is supported, they are more likely to view their position as part of a longer-term career rather than a temporary job.
Supporting Staff Well-Being
Early childhood work can be physically demanding and emotionally complex. Staff are responsible for maintaining safe environments, supporting children’s development, responding to family needs, and managing multiple responsibilities throughout the day. Without adequate support, this can lead to stress and burnout.
Programs should consider how they support staff well-being in practical ways. This may include ensuring that staff receive breaks, maintaining reasonable expectations for workload, providing access to support during challenging situations, and encouraging a culture where staff can ask for help when needed.
Well-being is not only an individual responsibility. It is influenced by how the program is structured and managed.
Recognizing and Addressing Burnout
Burnout is a significant concern in early childhood settings. It may appear as fatigue, frustration, reduced patience, disengagement, or decreased job satisfaction. If not addressed, burnout can lead to turnover or reduced quality of care.
Administrators should pay attention to signs that staff may be struggling and respond proactively. This may involve adjusting responsibilities, providing additional support, or addressing underlying issues in the program structure. Ignoring burnout or treating it as an individual problem rather than a program issue can lead to ongoing staffing challenges.
Building a Culture of Support
Retention is strengthened when programs create a culture in which staff feel valued and supported. This includes both formal systems, such as supervision and professional development, and informal practices, such as teamwork, communication, and mutual respect.
A supportive culture is reflected in everyday interactions. Staff should feel comfortable asking questions, raising concerns, and seeking assistance. When staff feel isolated or unsupported, they are more likely to leave, even if other conditions are acceptable.
Responding to Turnover When It Occurs
Even strong programs will experience some turnover. When staff leave, administrators should respond thoughtfully rather than simply moving to fill the vacancy as quickly as possible.
Programs may benefit from:
- reviewing reasons for departure when possible,
- identifying patterns in turnover,
- considering whether working conditions or expectations contributed, and
- making adjustments where appropriate.
Turnover can provide useful information about program strengths and challenges if it is examined carefully.
The below example illustrates that retention challenges are often influenced by program conditions rather than isolated individual decisions.
Why Do People Keep Leaving?
A center director noticed that several staff members had left within a short period of time. Each departure seemed to have a different explanation—one staff member moved, another changed careers, and another accepted a higher-paying position. Initially, the director viewed these as unrelated events.
Over time, however, the director began to notice patterns. Staff frequently mentioned feeling overwhelmed during certain parts of the day, especially transitions and late afternoon coverage. Several also expressed frustration about limited planning time and difficulty getting consistent support when classrooms were short-staffed.
The director realized that while individual reasons for leaving varied, there were common underlying issues related to workload and daily structure. The program adjusted staffing schedules, added support during high-demand times, and created more consistent planning time. Although turnover did not disappear, it decreased, and staff reported feeling more supported.