Better Sleep: A Key to Educator Well-Being
Educating Young Children’s Summer 2025 issue focuses on educator well-being. NAEYC members can access the issue through their membership portal to learn about how to support educator well-being throughout the early childhood ecosystem.
In this blog, public health researchers and educators Charlotte Farewell, Carrie Clark, Diane Brogden, and Brittany Carton offer tips educators can follow to improve their sleep health, an important aspect of well-being. The authors ground their recommendations in research conducted by the Head Start University Partnership Early Head Start/Head Start Workforce Well-Being Consortium, a group of researchers studying wellness interventions for early childhood educators.
Maria’s day starts at 4:30 a.m., and it’s a long one. As a preschool director and a mother of four, she juggles her demanding job with her personal life. The early morning phone calls when staff call out sick, the late-night snacks, the caffeine to stay awake in the afternoon, the lack of exercise, and a noisy and chaotic sleep environment all contribute to her sleep problems. Maria’s long hours, heavy workload, low pay, high staff turnover rates, and high expectations only make her sleep issues worse. She often finds herself tossing and turning at night, replaying the day in her head and thinking about everything she needs to get done the next day.
Maria knows that better sleep could improve her overall well-being, but she doesn’t know where to start.
Maria’s story is common among the early childhood education workforce. Sleep is crucial for her responsibilities in and outside of her early learning program. She is struggling to sleep, which is impacting her well-being.
It is recommended that adults get seven to nine hours of sleep per night, which can lead to higher productivity, better health, and an improved mood (Watson et al 2015). However, many early childhood professionals are not sleeping well. For example, a recent scoping review found that only between 43.4 percent and 56.7 percent of early childhood educators regularly report getting 7 hours of sleep or more per night (Lessard et al 2020).
As an early childhood educator or leader, you may be experiencing work-related demands that affect your sleep health. Similarly, you may be juggling multiple responsibilities outside of work that affect your sleep (Gierc et al 2022). Research has shown that these demands can lead to a sense of physical and emotional exhaustion and impact the quality of practices early childhood professionals are able to provide in their settings (Carmona et al. 2025).
We (the authors) are part of a consortium of researchers studying ways to support educators’ well-being (RMPRC 2025). (For more about the consortium and research on different wellness models, see Nurturing the Nurturer: Elevating Educator Well-Being and Competencies Through Comprehensive Wellness Programs). In this blog, we offer examples of strategies you can try to promote better sleep health. That said, every educator has their own context, needs, and supports; these strategies should be considered general guidelines and not personalized advice (Baranwal et al. 2023).
Strategies to Promote Sleep Health
Sleep health has a significant impact on numerous outcomes, including health behaviors and physical, psychological, and professional well-being (Magnavita & Garbarino 2017). There are several strategies that you can try to promote sleep health. Small changes at any time of the day can make a difference. Adjusting daytime routines, routines before going to bed, and your sleep environment and technology use can maximize sleep quality and length (Suni 2023).
Healthy Daytime Routines
Did you know getting a good night’s sleep starts well before crawling into bed at night? Setting healthy routines and incorporating self-care practices throughout the day can lead to better quality sleep. For example, getting exercise and eating whole and unprocessed foods (like fruits, vegetables, and whole grains) support better digestion and sleep (Frank et al 2017).
Here are a few evidence-based practices you can do throughout the day to improve your sleep at night (Suni 2024):
- Aim for at least 30 minutes of movement daily (Chennaoui et al 2015).
- Limit your sugar intake—it can lead to waking up more frequently (Chung et al 2020).
- Avoid large meals and alcohol before going to bed (Thakkar et al 2015).
- Avoid caffeine eight hours before going to bed (Clark & Landolt 2017).
Routines Before Going to Bed
Along with healthy daytime behaviors, the activities you do before going to bed can affect your sleep (Pacheco 2023a).
The Sleep Foundation recommends trying one or more of these strategies to promote a healthy sleep routine (Pacheco 2023a):
- Listen to music.
- Read a book.
- Drink a cup of herbal tea.
- Write or draw in a sleep journal.
- Lower the lights.
- Stretch.
- Make a to-do list of things you need to do the next day.
- Create a cozy space to sleep.
- Wind down with a bath or shower.
- Practice a breathing meditation (Wang et al 2020).
Sleep Environment and Technology Use Strategies
The quality and length of your sleep are impacted by your sleep environment. A dim, cooler space (National Sleep Foundation 2025) with cozy items like blankets and pillows can signal your brain that it is time to wind down (Brown et al. 2022).
Often technology, especially personal devices like cell phones or tablets, can impair your ability to rest well (Potter et al 2016).
Here are some tips to limit technology use in your sleep environment (Pacheco 2023b):
- Charge your device as far away from your bed as possible.
- Dim your screen or use a red filter app at night.
- Set an alarm to remind you that it’s time to wrap up for the night.
- To help yourself stop scrolling, try an app-blocking app. App blocking apps help restrict access to other apps, websites, or specific content. Users can make lists of apps and websites they want to limit and set time limits.
- Turn off notifications if they’re waking you up at night.
Navigating Trouble Sleeping
Even when you have a consistent routine before going to bed, limited technology exposure, and healthy exercise and eating habits, there may still be some nights that you have trouble sleeping.
Here are a few research-based options for those times when trying to sleep becomes frustrating.
- Check in with your body. Are your muscles tense, or is your breathing rapid? Paying attention to how you feel can help you understand how to move forward. Try light stretching or practicing meditation to settle your body and mind (Bryan 2024).
- Get up and do something relaxing. If you are unable to fall sleep after about 20 minutes, get out of bed and try a soothing activity like reading a book or gentle yoga to distract your mind and reduce frustration.
- Listen to a sleep podcast or playlist. Listening to calming sounds or someone telling you a story can refocus your mind away from the day and allow you to relax enough to close your eyes and fall asleep.
- Journal any tasks or worries. Are you reflecting on worries that keep you up at night? Sometimes it is helpful to get those thoughts out of your head and write them on paper.
As you reflect on ways to improve your sleep health, consider these questions:
- How do your current daily routines and habits impact your sleep quality and overall well-being?
- How does the quality of your sleep impact your interactions with colleagues, children, and families?
- Are there any small changes you can make to improve your sleep quality? What’s the first step you would like to take?
Suggestions for Program Leaders and Administrators
Consider the resources and supports in your setting related to sleep health and well-being.
- Which may be helping—and which may be hindering—the experiences staff have with sleep and their overall well-being?
- Gather information from staff about this topic. For instance, would they like to engage in a sleep challenge? Are they looking for tips about sleep health? Would they like time for reflection and peer support around sleep health?
- Make adjustments to the resources and supports available. For example, incorporate sleep health into professional development activities. Include sessions that discuss the importance of sleep, provide practical tips, and offer opportunities for reflection and goal setting.
References
Baranwal, N., K.Y. Phoebe, & N.S. Siegel. 2023. “Sleep Physiology, Pathophysiology, and Sleep Hygiene.” Progress in Cardiovascular Diseases 77: 59–69.
Brown, T.M., G.C. Brainard, C. Cajochen, C.A. Czeisler, J.P. Hanifin, et al. 2022. “Recommendations for Daytime, Evening, and Nighttime Indoor Light Exposure to Best Support Physiology, Sleep, and Wakefulness in Healthy Adults.” PLoS Biology 20 (3): e3001571.
Bryan, L. 2024. “Can’t Sleep? 9 Techniques to Try.” Sleep Foundation.
Carmona, B.A., L. Deng, C. Gilbert, E. Freimuth, R. Xie, et al. 2025. “Prioritizing Early Childhood Educators Health: Insights for Worksite Health Promotion Efforts.” Childhood Obesity 21 (3): 242–54.
Chennaoui, M., P.J. Arnal, F. Sauvet, & D. Léger. 2015. “Sleep and Exercise: A Reciprocal Issue?” Sleep Medicine Reviews 2: 59–72.
Chung, N., Y.S. Bin, P.A. Cistulli, & C.M. Chow. 2020. “Does the Proximity of Meals to Bedtime Influence the Sleep of Young Adults? A Cross-Sectional Survey of University Students.” International Journal of Environmental Research and Public Health 17 (8): 2677.
Clark, I., & H.P. Landolt. 2017. “Coffee, Caffeine, and Sleep: A Systematic Review of Epidemiological Studies and Randomized Controlled Trials.” Sleep Medicine Reviews 31: 70–78.
Frank, S., K. Gonzalez, L. Lee-Ang, M.C. Young, M. Tamez, et al. 2017. “Diet and Sleep Physiology: Public Health and Clinical Implications.” Frontiers in Neurology 8: 393.
Gierc, M., R.A. Jackowich, S. Halliday, & J.R. Davidson. 2022. “A Scoping Study of Insomnia Symptoms in School Teachers.” Behavioral Sleep Medicine 21 (3): 304–21.
Lessard, L.M., K. Wilkins, J. Rose-Malm, & M.C. Mazzocchi. 2020. “The Health Status of the Early Care and Education Workforce in the USA: A Scoping Review of the Evidence and Current Practice.” Public Health Reviews 41 (2): 1–17.
Magnavita, N., & S. Garbarino. 2017. “Sleep, Health and Wellness at Work: A Scoping Review.” International Journal of Environmental Research and Public Health 14 (11): 1347.
National Sleep Foundation. 2025. “10 Tips for a Better Night’s Sleep.” National Sleep Foundation.
Pacheco, D. 2023a. “Bedtime Routines for Adults.” Sleep Foundation.
Pacheco, D. 2023b. “How Electronics Affect Sleep.” Sleep Foundation.
Potter, G.D.M., D.J. Skene, J. Arendt, J.E. Cade, P.J. Grant, et al. 2016. “Circadian Rhythm and Sleep Disruption: Causes, Metabolic Consequences, and Countermeasures.” Endocrine Reviews 37 (6): 584–608.
RMPRC (Rocky Mountain Prevention Research Center). 2025. “Well-Being of the ECE Workforce in Low-Resourced Locations (WELL).” Colorado School of Public Health.
Suni, E. 2023. “20 Tips for How to Sleep Better.” Sleep Foundation.
Suni, E. 2024. “Mastering Sleep Hygiene: Your Path to Sleep Quality.” Sleep Foundation.
Thakkar, M.M., R. Sharma, & P. Sahota. 2015. “Alcohol Disrupts Sleep Homeostasis.” Alcohol 49 (4): 299–310.
Wang, Y.Y., F. Wang, W. Zheng, L. Zhang, C.H. Ng, et al. 2020. “Mindfulness-Based Interventions for Insomnia: A Meta-Analysis of Randomized Controlled Trials.” Behavioral Sleep Medicine 18 (1): 1–9.
Watson, N.F., M.S. Badr, G. Belenky, D.L. Bliwise, O.M. Buxton, et al. 2015. “Recommended Amount of Sleep for a Healthy Adult: A Joint Consensus Statement of the American Academy of Sleep Medicine and Sleep Research Society.” Journal of Clinical Sleep Medicine 11 (6): 591–92.
Charlotte Farewell is an assistant professor in the Colorado School of Public Health and co-leads the WELL program. Her research is focused on the promotion of caregiver mental health and well-being in underserved populations, including implementing strategies to support the ECE workforce. In her free time she enjoys hiking with her daughter, trail running, and leading guided forest therapy walks.
Carrie Clark is an associate professor in developmental and learning sciences in the Department of Educational Psychology at the University of Nebraska-Lincoln. She focuses on developing executive function and self-regulation, particularly during early childhood. She conducts research to determine how perinatal and early caregiving experiences shape children’s developmental pathways for self-regulation.
Diane Brogden holds a master’s degree in educational psychology from CU Denver and brings over two decades of experience to the field of health education and curriculum development. In July 2025, she will also graduate with a master’s degree in learner-centered design technology. Based in Denver, she enjoys an active life outside of work, including hiking, cycling, and camping.
Brittany Carton holds a master of science in educational studies from Johns Hopkins University and a bachelor of science in psychology from the University of Illinois at Urbana-Champaign. She has extensive experience in education, both as an elementary instructor and professional research assistant for the WELL Program within the Rocky Mountain Prevention Research Center. Brittany’s commitment to well-being is evident through her work as a 500-hour certified yoga instructor and crisis text line volunteer. Outside of her professional endeavors, Brittany enjoys running, gardening, and cooking.