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. 2014 Nov 25;14:1214. doi: 10.1186/1471-2458-14-1214

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© Corr et al.; licensee BioMed Central Ltd. 2014

This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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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.