Leadership · October 20, 2026

Supporting Educators, Nurturing Children

What if one of the most meaningful ways we support children is by taking better care of the educators who care for them?

Early childhood programs are under tremendous pressure. Families need care. Schools need enrollment. Leaders are navigating staffing shortages, financial realities, licensing requirements, and the daily needs of children, families, and educators.

In the midst of all of this, it can be tempting to look at an open space in a classroom and think, “We can enroll one more child.” But quality requires more than an available space and a legally acceptable teacher-child ratio.

Quality depends on whether the adults in the room have the capacity to build relationships, observe closely, respond thoughtfully, and create meaningful learning experiences. Sometimes the most responsible decision is to pause and ask what additional support must be in place before another child joins the community.

Supporting educators requires more than appreciation.

It means recognizing when a classroom needs additional support, when expectations have become unrealistic, or when educators are simply stretched too thin. It means listening when educators tell us they need help—and being willing to respond.

• Do educators have the time, space, and resources to build meaningful relationships?
• Are we creating opportunities for educators to collaborate, reflect, and grow?
• Do our decisions reflect the needs of both children and the adults who care for them?
• Are we prioritizing enrollment numbers over the quality of classroom experiences?

“Are we creating the same sense of belonging, respect, and care for our educators that we expect them to create for children?”

The courage to make a different decision

I recognize that enrollment matters. Tuition supports salaries, operations, and the long-term sustainability of our schools. Choosing to limit enrollment is not simple, nor is it always financially possible. But perhaps it is a decision we need to be willing to consider.

Sometimes leadership means saying, “We are not ready to welcome another child until we can ensure the support is in place.” Other times, it means adding another educator, adjusting schedules, rethinking expectations, or creating additional opportunities for planning and collaboration.

There is no one-size-fits-all solution. What matters is our willingness to examine our decisions through the experiences of the people most affected by them.

Belonging is for educators, too.

We spend so much time talking about creating environments where children feel safe, seen, valued, and connected. Shouldn't our educators experience those same things?

An educator who feels supported is better positioned to be present with children. An educator who feels heard is more likely to share concerns, ask questions, and engage in meaningful reflection. We cannot expect educators to continually create belonging for children while overlooking their own need to belong.

These small moments matter. They shape relationships, build trust, and ultimately influence the culture of our schools. Supporting educators is not simply something we say we value. It must be reflected in the decisions we make, the relationships we build, and the culture we create.