31 May Caregiver Compassion Fatigue & the Importance of Self-Care

by Robin Schotter, Community Coordinated Child Care (4-C)

As early childhood educators and caregivers, we give our all to the children in our care. Our days are full of activity – engaging their minds, challenging their skills, communicating with their families, and ensuring that their basic needs are being met. Children have an incredible amount of energy and a natural curiosity about the world around them, leading them to explore, experiment, and make new discoveries every day to develop a deeper understanding of themselves and the world they live in. Although it is a rewarding job, all of this energy can make it physically, mentally, and emotionally exhausting, leaving many educators feeling spent by the end of the day.  

As the COVID national emergency ends, many educators say that they are still seeing the effects on children and feeling it themselves. In addition to the typical demands of the early childhood classroom, the stress and trauma of the COVID pandemic (as well as any trauma children experience) has increased challenging behaviors in the classroom. Educators have reported children being more anxious when they separate from their family, showing more clinginess to their caregivers, not wanting to socialize, or being fearful of going outside. They report that children are having trouble falling asleep and waking up more during rest times, as well as demonstrating more aggressive behaviors such as hitting, biting, and more frequent or intense tantrums. Stress and trauma can also result in delays or regression in skills and developmental milestones. On top of an already busy day, these increased behaviors can make educators feel overwhelmed, and over time these feelings can develop into compassion fatigue or secondary trauma. 

Compassion fatigue is more than just burnout or stress and occurs in people who are helping others who have gone through trauma, sometimes while also healing from their own trauma and past events. The constant exposure to the challenges can lead to emotional exhaustion, a diminished ability to empathize, chronic exhaustion, fear and guilt, anxiety, apathy, a sense of hopelessness, sleep disturbances, and short-temperedness, among others. When we give so much to others, how can we take time to give to ourselves?

Self-care is more than just “me time” or moments of pampering. Although it is often seen as self-indulgence or a luxury, self-care is essential for maintaining physical, mental, and emotional well-being. When you prioritize self-care, you recharge your energy reserves, reduce burnout, and increase resilience. This enables you to approach teaching with a refreshed and focused mindset. When you take care of your own needs, you have more to give to others. 

One way to look at self-care is to focus on three categories – the basics, reaching out, and tuning in.
The basics include:
– healthy nutrition
– staying hydrated
– getting enough sleep and rest
– taking care of hygiene
– exercising
– setting boundaries
– talking to a therapist if you need to
– attending to health needs by making and keeping medical appointments or taking any necessary medication
Reaching out may include:
– connecting with others in open communication
– connecting with nature
– doing chores or cleaning up your physical space
– taking steps that help you feel good about how you present yourself
Tuning in means:
– self-reflection
– journal your thoughts and feelings (sometimes seeing them written down can help you take a new look or perspective)
– engage in activities or hobbies that you enjoy
– practice gratitude and mindfulness
– take time to be present in the moment and breathe
– notice and let go of negative thoughts and feelings
– focus on optimism and hope
Thinking optimistically is known to have great personal benefits, including better physical and emotional health, greater self-efficacy, longer life, and greater job satisfaction. This doesn’t mean denying that “bad” things happen or pretending they don’t exist, but instead, we can train our minds to be mindful of the positive.  Try to see the good things that get overlooked and to remember the joy and passion in teaching. Practice self-compassion. The selflessness it takes to work with, nurture, and teach young children is a testament to the commitment that those who have chosen this profession have. 

Addressing compassion fatigue requires ongoing work. There is no quick fix or one solution. Make an action plan. Begin slowly and set one or two goals at a time. Continue to take the steps that you can, and don’t be hard on yourself for the ones you haven’t achieved yet. Be kind to yourself!