Figure 1

Conceptual model of how relationships with government, schemes and FDC clients (parents and children) create working conditions that promote or risk FDC educators’ mental health and wellbeing. This figure illustrates the direct and indirect influence of government, schemes and FDC clients on the mental health and wellbeing of FDC educators through the creation or enactment of working conditions. Government decisions concerning FDC working conditions play out through interactions with both schemes and the clients that use FDC, however schemes and clients also independently influence the development and enactment of other working conditions that may promote or risk educator mental health and wellbeing.