# The effects of early childhood mental health consultation on early childhood teachers’ perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress

## TL;DR

This study shows that mental health consultation for early childhood teachers reduces behavioral concerns and expulsion risk, especially for those under high stress.

## Contribution

The study reveals how teaching stress moderates the impact of mental health consultation on teacher perceptions and expulsion risk.

## Key findings

- Teachers reported reduced concerns about classroom and child behavior after receiving consultation.
- High-stress teachers saw the most improvement in child self-regulation and protective factors.
- Consultation services were linked to lower teacher hopelessness and fear of accountability.

## Abstract

The goal of this study was to explore the effects of infant and early childhood mental health consultation (IECMHC) on Louisiana early childhood teachers’ perceptions of individual children's and classroom behavioral challenges, children's resilience, and the risk of exclusionary practices (e.g., expulsion). It also examines how stress related to supporting a particular child (i.e., teaching stress) may influence IECMHC outcomes. A total of 194 early learning centers participated. Consultation services were provided in English at the program‐ and classroom‐level. Teachers reported expected positive shifts, including increased perceptions of child protective factors (e.g., self‐regulation) and reduced concerns related to individual and classroom behavior. Notably, reductions in classroom and child‐level behavioral concerns and teacher hopelessness and fear of accountability, as well as improvements in children's protective factors and self‐regulation, were most pronounced among teachers experiencing high levels of teaching stress. While findings are correlational, the role of teaching stress in shaping IECMHC outcomes offers insight into how these supports interact with expulsion risk. This information can guide the development of more effective, equity‐focused IECMHC programs that reduce exclusionary discipline practices and better support teacher well‐being and enhance the care of young children.