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.

IECMHC was associated with increased teacher perceptions of child protective factors including self-regulation.

• 194 early learning centers participated in the study
• Consultation services were provided in English at both program- and classroom-level
• Teachers reported 'expected positive shifts, including increased perceptions of child protective factors (e.g., self-regulation)'
• Findings are described as correlational rather than causal

IECMHC was associated with reduced teacher concerns related to individual child and classroom behavioral challenges.

• Both child-level and classroom-level behavioral concerns showed reductions following consultation
• 194 early learning centers participated
• Services were delivered at both program- and classroom-level
• Findings are correlational in nature

Teaching stress moderated IECMHC outcomes, with improvements most pronounced among teachers experiencing high levels of teaching stress.

• Teaching stress was defined as stress related to supporting a particular child
• Reductions in classroom and child-level behavioral concerns were most pronounced among high-stress teachers
• Improvements in children's protective factors and self-regulation were also most pronounced in high-stress teachers
• Reductions in teacher hopelessness and fear of accountability were similarly most pronounced among teachers with high teaching stress

IECMHC was associated with reductions in teacher hopelessness and fear of accountability.

• Teacher hopelessness and fear of accountability were measured as outcomes alongside behavioral and protective factor variables
• These reductions were most pronounced among teachers experiencing high levels of teaching stress
• The study connected these teacher-level outcomes to expulsion risk and exclusionary discipline practices
• Findings are described as correlational

Teaching stress was identified as a key factor shaping IECMHC outcomes and its role offers insight into how consultation supports interact with expulsion risk.

• The study examined teaching stress as a moderator of IECMHC outcomes
• Authors noted that 'the role of teaching stress in shaping IECMHC outcomes offers insight into how these supports interact with expulsion risk'
• The findings are intended to 'guide the development of more effective, equity-focused IECMHC programs that reduce exclusionary discipline practices'
• The study also aimed to address teacher well-being and enhance care of young children