Stress and Coping Processes in Childcare Workers Caring for Children with Special Needs

Abstract

This study identifies the stress experienced by childcare workers and their stress-coping mechanisms when caring for children with special needs. Due to the current focus on inclusive education, the number of children with special needs has been increasing, leading to an increase in the importance of understanding childcare workers' stress management. Therefore, this study aims to elucidate the stress experienced by childcare workers who care for children requiring special support. Semi-structured interviews were conducted with 15 childcare workers at daycare centers and certified childcare centers in the Kanto region of Japan. The results showed that the three main childcare worker stressors were difficulties in providing individualized support, classroom management, and supporting the parents. These stressors were influenced by the lack of appropriate responses to childcare, staff shortages, and time constraints. Relationships with colleagues were found to play an important role in coping with stress, suggesting that good relationships reduce stress and improve childcare quality. However, it was also found that different ways of thinking and peer pressure could increase childcare worker stress. To overcome these challenges and promote inclusive education, specific support to improve the quality of care for children, develop communication training, and provide parental support in the workplace could be effective. This study contributes to a better understanding of stress in childcare workers for children with special needs.