While many efforts to improve the quality of early care and education (ECE) have focused on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children, a small body of research suggests that an ECE workforce that is mentally healthy can provide the best-quality care for children. The primary research questions of this report include the following: (1) How psychologically distressed is the ECE workforce?; and (2) What "formal" and "informal" workforce supports are associated with less distress in the ECE workforce? Quality improvement efforts for ECE often focus on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children. Now, a growing body of research suggests that supporting caregivers' psychological well-being may also be a worthy goal. This report addresses an important next step in this work: understanding the linkages between various workforce supports and teachers' psychological well-being. The findings from this report can be used to guide practices and policies in ECE programs to support teachers' psychological well-being. This report will also be helpful for researchers because it describes future studies that could be undertaken to answer remaining questions about the psychological wellbeing of the ECE workforce.