By Jaci Foged, Extension Educator in Lancaster County and Alexis Chavez, Graduate Research Assistant at University of Nebraska–Lincoln
Nationwide, research finds that early childhood educators experience high levels of stress, burnout and teacher turnover. These stressors impact this vital workforce, which in turn, impacts children. Therefore, we work with the adult, because early childhood educators’ well-being is directly linked to children’s well-being.
The University of Nebraska is a current grant recipient in the Head Start University Partnership: Building the Evidence Base for Early Childhood Education Workforce Well-Being. UNL’s research team is partnering with Head Start (HS) and Early Head Start (EHS) programs in Nebraska, Minnesota, Indiana and Kansas to evaluate the use of mindfulness and compassion to promote staff well-being.
ABOUT THE CHIME PROGRAM
Cultivating Healthy Intentional Mindful Educators (CHIME) is a Nebraska Extension-created professional development program for early childhood educators. CHIME is an 8-week, in-depth, interactive program using evidence-based practices to support educators’ well-being and help them provide responsive care. The CHIME program provides education and guidance on how to incorporate mindfulness, social-emotional learning and reflective practice into early childhood professionals’ daily routines, teaching and caregiving. CHIME can be delivered both in-person and virtually and is available across Nebraska, the United States and internationally. The Nebraska Extension Early Childhood Program has a team who has refined the CHIME program based on feedback from both participants and facilitators.
Early childhood teachers and staff attend CHIME in small groups of 4-12 participants. Groups are led by a CHIME Facilitator. As CHIME expanded outside of Nebraska, there was a need to train facilitators outside of Nebraska Extension. All CHIME Facilitators are required to participate in the 8-week program and are then invited to attend the 2.5 day (18 hours) CHIME Facilitator Program. Following the program, new facilitators are provided mentorship by an Extension Educator/CHIME Mentor and use the Assessing CHIME Teachers (ACT) framework to self-reflect on their effectiveness and competency of delivering CHIME. CHIME Mentors use the ACT during reflective consultation to celebrate successes, reflect on challenges, check accuracy and evaluate recorded sessions.
As part of the Head Start University Partnership Project, our training team held three 2.5-day CHIME Facilitator Programs between September 2022–August 2024, training 22 new CHIME Facilitators in Nebraska, Minnesota, Indiana and Kansas. In April 2024, the research team conducted focus groups to gain insights to help refine and adapt the CHIME materials to better serve staff working in HS and EHS Programs. The focus groups included CHIME Facilitator’s and HS/EHS Administrators. The research team used qualitative data analysis software (MAXQDA) to code the focus group discussions.
SUCCESSFUL APPLICATION AND RESULTS FOR TEACHERS AND STAFF
Overall, CHIME was a success, and participants shared numerous positive experiences. Facilitators shared multiple instances where CHIME techniques were embraced and applied in classroom settings. A facilitator described a scenario where co-teachers in a full-day, full-year HS program enthusiastically adopted CHIME practices: “They really embraced it! The things that they learned and used themselves within our session, they brought back to the classroom. They introduced it to the children, and they were excited and passionate about it.” Another facilitator noted the ripple effect of CHIME techniques: “They will actually talk through some difficult situations with other employees and use CHIME techniques.” This highlights the program’s role in fostering a supportive and mindful work culture. Additionally, facilitators observed that CHIME techniques were not only used in professional settings, but also had a positive impact on personal lives. For instance, a facilitator recounted a teacher’s experience using CHIME breathing techniques during a stressful dental procedure, showcasing how the program impacts participants outside of work.
Administrators noted that CHIME had become a common language within their organizations. “We’re seeing staff use it like a verb, like ‘I gotta remember to CHIME’ or ‘I’m CHIMEing right now,’ which has become a helpful reminder when things are feeling stressful or overwhelming.” A director also noted the successful application of CHIME was also reflected in the positive outcomes observed in children’s behavior.
AN ENTIRELY POSITIVE EXPERIENCE WITH MENTORSHIP
A critical component to the CHIME program was the provided mentorship for facilitators which was highlighted as a key part in their growth. A positive aspect was the accessibility of mentors, as it was easy and convenient for facilitators to seek guidance and support as needed. Mentors also played a helpful role in asking facilitators to reflect on their experiences. A facilitator with extensive training experience (~25 years) valued their mentor’s ability to listen and help the facilitator walk through challenges, enhancing the facilitator’s reflective practices.
Facilitators also appreciated the balanced support provided by the mentorship. A facilitator shared, “I have received similar mentoring-type training for different programs, which were very intense and time-consuming…with CHIME…there was a good balance of support.” This balance allowed facilitators to benefit from mentorship without feeling burdened by it. Another facilitator echoed this sentiment, appreciating that mentors were available when needed, but not overly intrusive.
REASONS FOR TRAINING AND FACILITATING
Facilitators decided to undergo CHIME Facilitator training for a couple of reasons. One facilitator stated, “I had such a positive experience as a participant, and it paired with the need at our agency. That’s why I decided to receive the training.” Another shared, “It came at a very good time for me, going through a really difficult time in my position and other personal things. CHIME has really helped me, and I was looking forward to facilitating it with our first group, and now our second group.” Finally, prior negative experiences in other educational settings motivated some to seek out CHIME, as one facilitator described, “I was in the classroom for 10 years, and recently, 5 years in a school district that did not support my well-being or my burnout. I needed a recharge, and [CHIME] was perfect. It was life-changing for me.”
If you or someone you know would be interested in participating in the 8-week CHIME program, please email chime@unl.edu.
This project is supported by the Administration for Children and Families (ACF) of the United States (U.S.) Department of Health and Human Services (HHS) as part of a financial assistance award (Grant #: 90YR0131, PI Hatton-Bowers) with 100 percent funded by ACF/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ACF/HHS, or the U.S. Government. Please visit the ACF website, acf.hhs.gov/grants/administrative-and-national-policy-requirements.