ECD frontliners working in the field might face many challenges, stories, and situations that affect their mental health and could cause them distress and complications. Hence, these negative consequences could affect their ability to perform their jobs and provide the services they usually provide with the same quality. It might also affect their ability to respond to the children's emotional and social needs.
It was reported that ECD frontliners, such as teachers and instructors, have the highest levels of psychological symptoms, such as anxiety, in addition to high levels of stress and low levels of well-being. Findings indicate that ECD frontliners who already struggle with poor well-being and poor working conditions will suffer more from emotional and physical burdens while working with children, especially vulnerable children.
A study made by Kwon et al. (2019) found a positive significant relationship between the depressive symptoms of ECD teachers, the quality of emotional and behavioral support ECD teachers provide, and the behavioral problems of their students. According to this study, teachers with depressive symptoms are less likely to provide positive emotional and behavioral support to children since these symptoms may limit their ability to provide warm care and nurturing environments. Moreover, due to their psychological stress, teachers may exhibit negative moods, poor behavioral modeling, and poor self-regulation, which the children may respond to and learn from. Hence, providing sensitive-responsive interactions and nurturing environments for children in the classroom can have both immediate and long-term impacts on their development. These interactions were highly associated with improvements in social skills, receptive language, expressive language, early literacy skills, and school preparation. Therefore, young children's health, growth, and learning are extremely dependent upon the mental health of their teachers, the quality of emotional support, and the positive responsive interactions between the teacher and the children.
For this reason, Arab Resource Collective (ARC) offers a Mental Health \& Psychosocial Support (MHPSS) online toolkit tailored for ECD frontliners. Using a holistic and multidisciplinary approach, this toolkit will provide the adequate support, tools, and resources for ECD frontliners, which can improve their resilience and ability to cope with stressors, which in turn will promote their mental health and improve their job satisfaction and ultimately benefit the children they work with.
For the development of the MHPSS online toolkit, a needs assessment was conducted in partnership with Modern University for Business \& Science (MUBS); a sample of 915 ECD frontliners answered an online questionnaire about mental health, psychological symptoms, coping skills, quality of life, work performance, and attitudes toward psychological interventions and emotional support. Based on this assessment (study), and based on the needs of ECD frontliners (as shown in the study results), the topics of the toolkit were identified.
The MHPSS online toolkit was developed by mental health experts and specialists using validated mental health resources; this toolkit is not a psychological therapy, it is a stress management toolkit, in which the techniques that were included were chosen carefully to help ECD frontliners deal with different stressors. It was also reviewed by mental health experts and education experts, and it was proofread in Arabic.
