Stress and well-being are known to influence the quality of teacher–student interactions, teachers’ delivery of emotional and instructional support, and the social competence and executive function skills of young learners—dynamics that impact the education and development of young children. Even prior to COVID-19, 46% of teachers reported notably high levels of daily stress. Given the additional stressors associated with the pandemic, this multi-methods study explores the well-being of Latinx, Black, and multiracial early childhood teachers in New York City, where communities of Color have been particularly hard hit by COVID-19. Via an amalgamation of descriptive and interpretive approaches—a survey, time-use diaries, and qualitative interviews—this study documents early childhood teachers’ experiences making sense of and negotiating the impacts of intersecting stressors on their stress, health, quality of life, and sleep amidst COVID-19. Survey findings show reduced well-being across measures among the early childhood teachers in the sample, while qualitative findings illustrate the many layers of challenges that teachers of Color faced during the pandemic. Time-use diaries show extremely high demands and long work hours associated with concerning lack of self-care and attention to mental health. Interviews elucidate how stress is layered across environmental, occupational, and racial factors. This study points to the need to attend to the well-being of Black, Latinx, and multiracial early childhood teachers in urban settings during and after COVID-19 recovery.

众所周知，压力和幸福感会影响师生互动的质量、教师提供的情感和教学支持以及幼儿学习者的社交能力和执行功能技能，这些动态会影响幼儿的教育和发展。即使在 COVID-19 之前，就有 46% 的教师表示日常压力非常高。考虑到与流感大流行相关的额外压力，这项多方法研究探讨了纽约市拉丁裔、黑人和多种族幼儿教师的福祉，其中有色人种社区受到 COVID-19 的打击尤其严重。通过结合描述性和解释性方法——调查、时间使用日记和定性访谈——本研究记录了幼儿教师的经验，了解并协商交叉压力源对其压力、健康、生活质量和生活质量的影响。在 COVID-19 中睡觉。调查结果显示，样本中幼儿教师的各项指标的幸福感有所下降，而定性调查结果说明了有色人种教师在大流行期间面临的多层次挑战。时间使用日记显示出极高的要求和长时间的工作时间，这与缺乏自我保健和对心理健康的关注有关。访谈阐明了压力是如何在环境、职业和种族因素之间分层的。这项研究指出，需要关注城市环境中黑人、拉丁裔和多种族幼儿教师在 COVID-19 康复期间和之后的福祉。