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Inclusion of children needing special support presents challenges for preschool educators. Understanding factors that enhance their well-being can improve their ability to meet all children’s needs. This cross-sectional study investigated 90 preschool educators perceived job demands and resources related to working with children in need of special support, and work-related sense of coherence (comprehensibility, manageability, meaningfulness). Analyses of group differences between preschool teachers and child carers revealed no significant differences in the experience of job demands and resources but preschool teachers reported a higher degree of meaningfulness at work compared to child carers. Correlation analyses showed that job resources were all intercorrelated and either inversely correlated or uncorrelated with job demands. Job demands were also inversely correlated to sense of coherence. Linear regression results indicated that a higher work-related sense of coherence and self-perceived control predicted lower self-perceived job demands, even after controlling for social support, growth/development, child group size and insufficient reflection time. This studyunderscores the need to integrate a sense of comprehensibility, manageability, and meaningfulness at work to improve well-being and to cope with the emotional, cognitive, and organisational demands of working with children needing special support.

The overarching aim of the thesis is to contribute in-depth knowledge regarding psychosocial well-being of preschool educators and special needs educators (SNEs) in relation to their work with children in need of special support (CINSS) in preschool settings. This aim includes developing measurement instruments applicable to the study and enhancing understanding of the perception of special educational group supervision (SEGS) as a potential support resource. The theoretical framework draws on the concept of salutogenesis, including the Work-related Sense of Coherence (Work-SoC), as well as the Job Demands-Resources (JD-R) theory. Four studies were conducted. The research design is a cross-sectional study employing two web-based surveys as the method of data collection. Through a multi-stage sampling process, a total of 90 preschool educators comprising 65 preschool teachers and 25 child carers from 34 randomly selected municipalities in Sweden responded to the voluntary survey directed at preschool educators. Additionally, 42 SNEs from 25 municipalities completed the survey aimed at SNEs. Empirical data collected through these questionnaires were analysed using descriptive statistics (Studies I–IV), inferential statistics (Studies I–III), and directed content analysis (Study IV).

The overarching findings indicate that both SNEs and preschool educators generally report a high Work-SoC, which is positively associated with job resources and negatively with job demands. Perceived control and social support emerged as particularly important resources. Interprofessional collaboration, especially for SNEs, was linked to enhanced personal development and reduced job demands. Contextual factors such as group size and reflection time varied but did not significantly predict perceived job demands when Work-SoC and job resources were considered. SEGS was perceived as supportive and meaningful, though discrepancies between expectations and experiences suggest potential for further development. Overall, the findings highlight the relevance of the theoretical framework in understanding well-being in preschool settings.

This thesis underscores the importance of Work-SoC (comprehensibility, manageability, and meaningfulness), perceived control, and social support in reducing job demands and promoting well-being among preschool professionals in working with CINSS. It also highlights the potential of structured SEGS as supportive resource, although further development is needed to align practice with participants’ experiences.

Special needs educators (SNEs) who work with children in need of special support (CINSS) have an important function in preschool, i.e. supporting CINSS and supporting the development of inclusive learning environments. Furthermore, they are professionals whose working conditions are demanding. That said, there is little research on their well-being. The present cross-sectional study aims to investigate associations between a work-related sense of coherence (Work-SoC), resources and demands, and contextual factors in relation to SNEs' work with CINSS. Randomly selected SNEs (N = 42) from Swedish preschools completed a web survey. Spearman's rho correlation analyses showed that Work-SoC (i.e. comprehensibility, manageability and meaningfulness at work) was positively related to job resources and negatively to demands yet unrelated to contextual factors. In contrast, contextual factors were related to job resources. Additionally, self-perceived control was statistically speaking significantly related to many variables (e.g. job demands, Work-SoC, collaboration with preschools, continuous evaluation of support measures, and access to co-workers from other professions). The study underscores the importance of supportive work environments; systematic quality practices within the organisation, and collaboration for SNEs in their work with CINSS and in the development of inclusive learning environments.