Teacher Attitudes and Psycho-Emotional Health in Inclusive Early Childhood Education
Keywords:
inclusive education; early childhood education; teacher attitudesAbstract
Introduction: Inclusive early childhood education requires an understanding of both teachers’ attitudes toward inclusion and the psycho-emotional conditions under which they carry out their professional practice.
Objective: To discuss how recent scientific literature has conceptualized and linked teacher attitudes and psycho-emotional health in inclusive early years education.
Methods: An analytical documentary review of 22 studies published between 2022 and 2026 was conducted. The corpus was organized using a bibliographic and analytical matrix. Critical reading, deductive and inductive coding, design-based comparison, thematic recurrence analysis, and co-occurrence analysis were applied.
Results: Nineteen studies (86.4%) addressed attitudes toward inclusion; 12 (54.5%) included self-efficacy or perceived competence; 11 (50.0%) examined institutional support or related conditions; and five (22.7%) directly assessed stress, burnout, well-being, or resilience. Only two studies (9.1%) explicitly integrated teacher attitudes and psycho-emotional health: one through a quantitative mediation model and the other through a qualitative approach. Attitudes were predominantly favorable or moderately favorable, although concerns regarding preparedness, resources, and capacity to respond to diverse needs persisted. Job demands were associated with higher stress and burnout, whereas institutional support and a stronger sense of community were associated with more favorable well-being profiles.
Conclusions: Recent evidence continues to show a marked separation between research on teacher attitudes and research on psycho-emotional health. The relationship between these dimensions is partially documented, but the available evidence does not support conclusions regarding directionality or causality.
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