Guest Blog written by Richard V Waite BSc, Early Childhood Technology and Online Safety Advisor
What is National Stress Awareness Day?
National Stress Awareness Day encourages individuals to recognise the signs of stress in their lives and to adopt healthier coping strategies. It also highlights the importance of mental health support in the workplace, advocating for more open conversations about stress and its effects. Employers are encouraged to create supportive environments, where employees feel comfortable discussing their mental health and accessing resources when needed.
On National Stress Awareness Day, mental health organisations, wellness coaches, and communities offer workshops, webinars, and resources to help people manage stress. Techniques such as mindfulness, exercise, time management, and relaxation are promoted as effective ways to reduce stress levels and improve overall well-being. The day serves as a reminder that stress is manageable, and taking initiative-taking steps to address it can lead to a healthier, happier life.
Stress in the Early Years Space
National Stress Awareness Day serves as a poignant reminder of the pervasive impact of stress on our lives. In the early years space, where nurturing young minds and fostering positive development are paramount, stress has become a significant concern. This blog explores the multifaceted nature of stress in the early years, with a particular focus on the unique challenges faced by male practitioners.
The Unique Challenges of Male Early Years Educators
I have been in and out of the early years space as far back as 1986, when I first studied to get my NNEB certificate. However, it did not go well first time round it was purely exam based, and I failed. I went back to study the course again this time it was module based a few tests, and lots more practical including placements ten years on and I passed my NNEB Diploma in Nursery Nursing as it was then called, now replaced with the CACHE Level 3 Diploma in Childcare and Education.
I recall my motivation to pass the course second time around was my mother and Grandmother telling me that helping children, as they called it then, was my calling. My other motivation was that some of my tutors who were the same ones I had first time around, were doubtful I would pass the course this time round, based on my previous history.
I went from passing my NNEB to working in a charity-based nursery where I met my first mentor - a black nursery manager of that nursery. With her support I worked my way up to senior nursery nurse to deputy manager. In 2005 I left and to join a large nursery group where I stayed for sixteen years as a deputy manager, ICT Coordinator, back to Deputy Manager.
As a male early year’s educator, I have experienced first hand the distinct pressures and anxieties that come with working in this field. The societal stigma surrounding men in childcare can create a challenging environment at times, leading to feelings of isolation and judgment. Additionally, heightened safeguarding concerns can place a heavy burden on male practitioners, as they may face scrutiny and suspicion that their female counterparts may not experience.
These unique challenges can contribute to significant stress and anxiety, on top of an already sometimes difficult early years space.
The Impact of COVID-19 and Job Insecurity
The COVID-19 pandemic further exacerbated the stress experienced by early year’s practitioners, including myself. Being placed on furlough and losing my position as ICT coordinator for a large chain, was a devastating blow to my confidence and sense of security. Returning to a nursery as a deputy manager after such a setback was a challenging transition. I often felt undervalued and demotivated, as well as struggling with the day-to-day pressures of running with my manager, a nursery just out of lock down.
Staff absence, placing rooms in bubbles and closing rooms down, or even the nursery, due to outbreak after outbreak. Extensive cleaning schedule, while keeping a smile on your face and trying to give returning children, who now had separation anxiety and were unable to share with their peers and self-regulate their behaviour, comfort, and fun, was very extremely challenging and stressful. My decline in confidence led to my decision to leave one nursery and demote myself returning to a more traditional early years educator role.
The Importance of Support and Understanding
The experiences I have shared highlight the critical need for support and understanding for early years educators, with additional support and backing for male early years educators.
It is essential to create a welcoming and inclusive environment where all practitioners feel valued and respected, regardless of their gender. By fostering a culture of empathy and support, we can help to reduce the stress and anxiety experienced by male educators.
Strategies for Managing Stress in the Early Years
To address the challenges of stress in the early years sector, it is crucial to implement effective strategies for managing stress and promoting well-being. Some strategies that have been particularly helpful for me include:
· Self-Care: Prioritizing self-care activities such as exercise, mindfulness, and spending time in nature.
· Social Support: Building strong relationships with colleagues, friends, and family to provide emotional support and encouragement.
· Professional Development: Seeking opportunities for professional growth and development to boost confidence and skills.
· Advocacy: Working towards improving working conditions and advocating for the rights of early years practitioners.
How can Nursery Managers support Men in their settings with Anxiety and Stress issues
Managers can create a supportive environment by fostering an inclusive and supportive atmosphere where men feel valued and respected. Encourage open communication and provide opportunities for male staff to share their experiences and challenges.
By implementing these strategies and fostering a supportive environment, we can help to reduce stress and create a more positive and fulfilling experience for male early years educators.
Author bio
Richard V Waite
I am an Early Childhood Technology and Online Safety Advisor with over 35 years in Early Childhood Education (ECE), I have a profound passion for nurturing young minds. My journey began in 1986 with an NNEB Nursery Nursing course, leading to a BSc Honors in Education and Information Management, an NNEB Diploma, and an A Level in English Literature.
While studying, I worked in electronics and food retail. Despite challenges like a physical injury and societal stigmas, I remained dedicated to ECE. I’ve held various roles, from Educator to acting Manager, and created a new role as an ICT Coordinator for a large nursery group.
I’ve seen significant changes in ECE, particularly in technology and online safety, fuelling my passion for these areas. As I explore new opportunities in consulting, technology development, education, research, and writing, my goal is to continue positively impacting young children and their families.
Email: richardvwaite2727@outlook.com
Tel: 07968 945 127
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