Men in Early Years – Why there aren’t many, and how we can change this

If asked ‘What do you want to be when you grow up?’ most boys’ choices would not include preschool teacher. Most parents and teachers will not suggest the idea of boys choosing a career in early years education. The men I have spoken to, typically fall into it by chance – maybe their partner works in the sector and suggests they come in as a volunteer.

Oh! And don’t miss David’s webinar on the subject! Simply book this single webinar for only £5 (includes slides and CPD certificate).

David Wright – Building a mixed gender workforce: changing the culture

An inspiring and meaningful work environment

This is where the magic happens, where men realise they have something to contribute. In my opinion, there is no greater job satisfaction than experiencing the privilege of forming meaningful relationships with our youngest children, to share their daily activities and input into their lives. Not only is there immense fulfilment in supporting children’s development and seeing successive milestones achieved, in the knowledge that you have had a part to play in the progression to the next step, but there is also the reward of the reciprocal relationships that happen every day in the amazing world of children’s creativity, imagination and fun. It is a place of inclusion, tolerance, respect, freedom and laughter – elements sadly missing from many other work environments.

Inclusion matters

With the sustained low levels of men in the English early years workforce (2-3% (Department for Education, 2024) across decades, many of our children are denied the opportunity to interact with individual male teachers / carers.  Does this matter for our children? According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2022, p.1):

“Gender stereotypes and biases that are discriminatory are built in people’s minds as early as childhood and limit children’s and young people’s futures. They can be reinforced but also challenged through the curriculum, teaching and learning materials and practices as well as daily interactions with teachers, parents and peers.”

The absence of men in the early years workforce prevents children from coming into contact with or to experience kind, nurturing, caring and joyful interactions with them during what Dan Wuori (2024) refers to as this “uniquely consequential window of human development” when our children’s internal model of what sort of adult they will become, is being formed. They are not able to witness men and women working together, which could provide models of tolerant, respectful and affirming professional relationships. This restricts the possibility of challenging gender stereotypes, discriminatory and misogynistic biases that children might experience or be inculcated with elsewhere. In most UK settings, we are currently limiting the spectrum of character types for children to interact with, to a single gender. 

Why are so few men in Early Years?

The reasons men are vastly underrepresented are complex. Wright and Brownhill (2019) offer a list of factors that might impact on men’s perceptions of early years and may deter them from working in the sector: 

• A perceived lack of intellectual challenge 
• Working in the Early Years is really hard work 
• Not wanting to feel isolated 
• Limited career progression opportunities in the sector 
• The fear of being discriminated against 
• Not knowing that the Early Years is an employment choice 
• Challenge to one’s sexuality 
• The appeal of other forms of employment 
• Workplace politics 

How can we get more men into the early years workforce?

Based on experience, here is my list of some suggestions: 

• Invite them in.
• Be intentional in recruiting them.
• Place men together for support.
• Build a culture of inclusion – no gender stereotypes.
• Have men’s backs.
• Recognise the difference a mixed-gender team makes.
• Celebrate and promote their presence.

The bottom line is, men will not come unless they are invited, welcomed and supported. And this will not happen unless until we want it to and take action. 

About the author

David Wright is the former owner of Paint Pots Nurseries, an award winning group of 12 daycare settings based in Southampton, for whom he continues to work as an Early Years Ambassador. Amongst many roles, David is a national representative to the World Forum on Early Care and Education and an advisor to the National Association of Headteachers. He is an author, broadcaster, commentator, presenter, consultant, TEDx speaker, trainer and a trustee for several charities. He is a well-known advocate for Men in Early Years. In 2022, he was the recipient of a lifetime achievement award from Nursery World magazine. He also received a city of Southampton award from the mayor in recognition of services to ECE.

References
Department for Education. (2024) Childcare and early years provider survey 2024. Available at: 

https://explore-education-statistics.service.gov.uk/find-statistics/childcare-and-early-years-provider-survey (Accessed 14/02/2025)

United Nations Educational, Scientific, and Cultural Organization. (2022). Global Education Monitoring Report, Challenging gender bias and stereotypes in and through education. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000380827?2=null&queryId=0b05c5d1-1855-4c01-9dbd-824d7b2b83da (Accessed 16/02/2025) 

Wright, D. and Brownhill, S. (2019). Men in Early Years Settings Building a Mixed Gender Workforce. Jessica Kingsley Publishers.

Wuori, D. (2024) The Daycare Myth, Teachers College Press, New York

David Wright – Building a mixed gender workforce: changing the culture