Risk Factors for Food Insecurity among Early Childhood Education Providers: Time for a Solution

Author:

Herman Dena R.1ORCID,Shodahl Skye2,Wilhalme Holly3

Affiliation:

1. Department of Family and Consumer Sciences, California State University, 18111 Nordhoff Street, Northridge, CA 91330, USA

2. Department of Community Health Sciences, UCLA Fielding School of Public Health, 650 Charles E Young Dr. S, Los Angeles, CA 90095, USA

3. UCLA Division of General Internal Medicine and Health Services Research, 1100 Glendon Ave. Suite 1820, Los Angeles, CA 90095, USA

Abstract

The COVID-19 pandemic exacerbated challenges in the child care industry, leading to closures and financial strain. Early care and education (ECE) providers faced reduced income, increased debt, and material hardships such as food insecurity. Using survey data collected through the Child Care Resource Center (CCRC), this study examines the association between food insecurity risk, sociodemographic factors, and pandemic-related service changes among ECE providers in California. The results showed that income, race, and increased food costs were significantly associated with a higher risk of food insecurity among ECE providers. Compared to incomes greater than USD 60,000, those earning USD 40,000–USD 49,999 and USD 50,000–USD 59,999 had higher odds of food insecurity (OR: 1.94, 95% CI: 0.683–1.86; OR: 2.12, 95% CI: 0.623–1.81, respectively). Black (OR: 1.89, 95% CI: 1.21–2.94) and multi-racial respondents (OR: 1.71, 95% CI: 1.1–2.65) had higher odds of food insecurity than white respondents. Lastly, respondents experiencing increased food costs had greater odds of food insecurity (OR: 4.52, 95% CI: 2.74–7.45). These findings suggest the need for policies and interventions aimed at increasing food access among vulnerable ECE providers. Such interventions will better protect them from financial shocks and the risk of food insecurity, and will support their crucial role in healthy child growth and development.

Publisher

MDPI AG

Reference57 articles.

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3. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development, United Nations, Department of Economic and Social Affairs.

4. Von Suchodoletz, A., Lee, D.S., Henry, J., Tamang, S., Premachandra, B., and Yoshikawa, H. (2023). Early Childhood Education and Care Quality and Associations with Child Outcomes: A Meta-Analysis. PLoS ONE, 18.

5. (2024, January 29). U.S. Department of Education, National Center for Education Statistics Early Childhood Program Participation: 2019 (NCES 2020-075REV), Table 1, Available online: https://nces.ed.gov/fastfacts/display.asp?id=4.

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