When we think about the people caring for and educating our youngest children, it’s overwhelmingly women who come to mind. And that’s no surprise – only around 3% of the early years workforce in the UK is made up of men, according to the Department for Education. This gender imbalance raises important questions: why aren’t more men choosing to work in early years? In this article, we explore the core reasons behind this issue.

 

Stereotypes & Gender Norms around Men in Early Years

When we think about early years settings, we often picture women – playful, nurturing, naturally caring. For many, this isn’t just an image – it’s an expectation. In the UK and beyond, early years education remains firmly labelled as “women’s work”, grounded in long‑standing societal ideas that associate care with femininity.

From childhood, career paths are subtly shaped by gender roles. Boys are encouraged towards leadership, girls toward caregiving. This socialisation steers many young men – even those who enjoy working with children – away from early education, simply because it’s not perceived as masculine enough.

Another layer here is how “soft skills” like empathy are still quaintly considered feminine, while leadership and authority skew masculine. Ironically, though, men in early years are sometimes fast-tracked into leadership – reflecting a phenomenon known as the “glass escalator” – yet they must first enter a space considered inappropriate for their gender.

A sentiment from a male nursery teacher in The Guardian really captures this: “There are still irrational suspicions, and I was warned I’d have to be ‘extra careful’.” But once in the classroom, he found the experience priceless: “It can’t be underestimated just how important it is for boys to experience men in caring, nurturing roles.”

That conflict between stereotypes – “not masculine enough” versus “suspect” – puts many men off before they even begin. And it’s exactly why we believe it’s so important to explore and challenge these norms, one section at a time.

 

Fear of Accusations & Mistrust

We know it’s an uncomfortable truth – but for many men thinking about working in early years, the fear of being wrongly accused or viewed as a risk can be deeply discouraging. Research from the Department for Education shows that around 25% of adults say fear of judgement or false accusations is a major deterrent for men entering the sector.

For male practitioners, this anxiety isn’t just theoretical. A male educator shared in the MITEY campaign how, early in his career, a parent outright refused to let him change their child’s nappy. Over time, though, “she seemed happy enough,” which shows how initial mistrust can soften with familiarity – but the emotional toll remains real.

Recent policies sometimes amplify these worries. In Australia, a childcare provider banned men from changing nappies after a high-profile abuse case, sparking debate about safeguarding vs unfair stigma.

One male kindergarten teacher described this pressure vividly, saying he constantly feels a cloud of suspicion – not because of his skills or qualifications, but simply because of his gender.

These fears aren’t just personal – they’re systemic. If men feel they must tread carefully, if they must repeatedly prove they’re trustworthy, it’s little wonder more don’t choose this career. Recognising this fear is a step toward creating a more inclusive, supportive early years sector – for everyone.

 

Lack of Visibility & Representation in Early Years Education

We can’t be what we can’t see – and that’s especially true in early years education. With men making up just 3% of the workforce, many children in the UK grow up never seeing a man in a caring or teaching role during their formative years. This lack of visibility doesn’t just affect children – it sends a message to boys and young men that early years isn’t a space for them.

When male teachers are portrayed in the media, it’s often in primary or secondary schools. Rarely do we see stories celebrating male nursery practitioners, or images of men in training brochures, websites, or recruitment campaigns. As a result, young men simply don’t see themselves represented in this world.

It becomes a self-fulfilling cycle: fewer men means fewer role models, which means even fewer boys imagining this as a possible path. Visibility matters – and at the moment, it’s sorely lacking.

 

Low Pay & Status of the Early Years Sector

It’s hard to ignore the elephant in the room: early years roles are poorly paid – and that matters, especially in a society where men often feel pressure to be the breadwinners. In England, the average pay for nursery and childcare workers is around £32,601 per year, according to Indeed. Compare that to primary education, where according to TES, this figure would typically be considered only a starting salary for a newly qualified teacher – highlighting just how far behind early years pay sits in relation to the rest of the education sector.

This financial reality discourages many men from considering early years work. Even when they’re passionate about it, the pay often doesn’t stretch far enough or carry the status usually associated with a ‘man’s job’.

On top of that, the sector lacks clear pathways for career progression. Unlike in schools, there’s often no unified structure or comparable leadership ladder, leaving early years workers feeling stuck. A review even argued that early years educators should be paid the same as primary school teachers – both to reflect the skill and to counter perceptions of the role as “unskilled work”.

 

Early Years Recruitment Practices & Language

When it comes to recruiting for early years roles, the messaging still tends to lean heavily towards women – often unintentionally. Job adverts frequently use language like “loving”, “nurturing”, or “motherly care”, which subtly reinforces the idea that this is a woman’s space. It’s no surprise, then, that fewer men even consider applying.

Campaigns meant to attract talent into the sector often feature imagery and stories that reflect a female-only workforce. The GenderEYE (Gender Diversification in Early Years Education) project – conducted by Lancaster University and the Fatherhood Institute and funded by the ESRC – found that fewer than 20% of early years settings had specific strategies aimed at recruiting men, such as targeted adverts or welcoming messaging, and that male-focused supportive actions were rare.

There are also very few structured outreach or mentorship schemes aimed specifically at men. And while some providers are trying to challenge this imbalance, efforts to dismantle gender bias in recruitment remain scattered and underfunded.

If we want more men in the workforce, the invitation needs to feel like it was genuinely meant for them – not like an afterthought. That’s exactly why we exist as an organisation, offering memberships to nurseries, schools, training providers, recruitment agencies, and individuals who want practical support, resources, and strategies to actively remove these barriers and create a truly inclusive environment.

 

Family & Social Influence

Sometimes, the strongest barriers come from those closest to us. Many men working in early years have shared that, at some point, a family member or teacher tried to talk them out of it, suggesting they aim for something with “more status” or “better suited for men.”

During school and college, peer influence can be especially tough to navigate. Phrases like “childcare is for girls” may seem offhand, but they shape how boys view career choices.

From an early age, we absorb the message that some jobs are gendered. And that quiet pressure can steer men away before they even start.

 

Conclusion

The lack of men in early years education isn’t down to one simple issue – it’s the result of deeply embedded gender norms, fears around safeguarding, poor pay, limited visibility, and a culture that still sends the message that this work “isn’t for men.” These barriers don’t just affect potential male practitioners – they affect children, teams, and the wider community too.

If we want to create a more balanced, inclusive sector, we need to tackle these challenges head-on. If you’re ready to explore how we can support your setting in removing these barriers and fostering a truly inclusive environment, get in touch with us – we’d love to work with you.