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If you’re in the education industry like us, you know how crucial it is to attract a diverse set of talents to nurture our next generation. But did you ever stop to think that maybe, just maybe, our job titles might be sending unintended messages about who’s “right” for the job?
You see, we’ve been hearing about how the childcare and education sector has been struggling to attract male teachers and early years educators. It’s a concern that’s hard to overlook, and it got us thinking – what if the answer is right in front of us? What if our job titles are contributing to the gender imbalance?
Now, before you raise an eyebrow, hear us out. We promise it’s not as far-fetched as it sounds. The issue is subtle, hidden in the history of our language and societal norms, and it’s all about those tiny nuances in our job titles that might be discouraging men from considering careers in childcare and education.
In this article, we’re going to explore the journey of the term “Nursery Nurse” and how its evolution has shaped our perception of gender roles in the childcare and education sector. But more importantly, we’re going to look at how we can address this, together.
We’re not here to point fingers or blame. Instead, we’re here to understand, learn, and inspire change, because we believe that every child benefits from diverse role models in their early years. So, grab your favourite cup of coffee or tea, and let’s dive in!
You know how every word has a history, right? It’s fascinating to see how their meanings evolve over time. “Nursery Nurse” is one such term that’s had quite a journey. Traditionally, it was a term used to describe a nursery worker who cared for children during their early years. This term has a beautiful Latin root, “nutricia,” meaning a person who nourishes. Isn’t that wonderful?
But here’s where it gets a bit tricky. For many years, this word was used to refer to a ‘wetnurse,’ a woman who breastfeeds another woman’s child. It’s no surprise, then, that we might find it challenging to shake off the female connotation attached to the term ‘nurse’ and, by extension, ‘nursery nurse’. Historical associations can be stubborn, can’t they?
But we’ve come a long way since then! Today, a Nursery Nurse is someone – regardless of their gender – who assists in many aspects of children’s daily lives. They guide our little ones through social, emotional, and educational development, nurturing them in environments like nurseries and pre-schools. The role is as diverse as it is fulfilling, with tasks that range from supervising activities and maintaining a child-friendly environment, to planning, observing, and assessing children’s development.
And you know as well as we do, these tasks aren’t gender-specific. They require patience, empathy, creativity, and a whole lot of love – qualities not confined to any gender.
So, we’ve established that feeding meals, changing nappies, organising arts and crafts, and generally nurturing children are responsibilities that anyone with the right skills and passion can undertake. Whether it’s a woman or a man should not make any difference, right?
Sadly, in our modern society, these tasks still feel very much ‘female.’ It seems that old stereotypes die hard. However, we must challenge this outdated view because we know that anyone, regardless of their gender, can excel in these tasks. We’ve seen it in action, and it’s time for everyone else to see it too!
However, the modern denotation of Nursery Nurse very much differs from its origins. The word nurse has its origins in the Latin word nutricia, meaning a person who suckles or nourishes. For many years in English and Old French, words for nurse have been referring to what we nowadays refer to as wetnurse: a woman who breastfeeds another woman’s child. The same Latin word nutricia derives from the word nutrix, which means wetnurse. Society has begun to typically use the word nurse to refer to somebody who helps other people in a more general sense since the 16th century only. It is no wonder then that we are finding it so hard to accept the idea of a male nurse, or even a nursery nurse.
You know, as we do, that words carry weight. They have a remarkable power to shape our perceptions and views. Job titles are a prime example of this. In the past, they were often gendered, and whilst we’ve progressed towards using more inclusive language, we can’t ignore the remnants of tradition that still persist.
Take ‘nursery nurse’ as an example. Despite the role being open to all genders, we tend to specify ‘male’ when referring to a man in the position. Have you caught yourselves doing the same? It’s understandable, given how the role of nursing is so intrinsically tied to femininity in our collective psyche.
The word ‘nurse’ in our society is often implicitly associated with women. This might stem from the history of nursing as a predominantly female occupation or from the inherently feminine roots of the term.
Now, we might ask ourselves, why don’t we do the same for female doctors or engineers? Fair question! It could be because society is more accustomed to women breaking into traditionally male-dominated fields, while the opposite is less common. But that doesn’t mean we can’t change this.
Language, like culture, evolves slowly. We tend to cling to the familiar, even when it’s unintentionally biased. However, slow change is not no change, right? Remember our shift from ‘fireman’ to ‘firefighter’ and ‘salesman’ to ‘salesperson’? It required time, but we made it happen.
We’re all part of a process of unlearning and relearning, and our language should mirror this journey. Recognising these biases in job titles and making an active effort to neutralise them is a step towards progress, a journey worth undertaking for our colleagues, our industry, and, most importantly, for the children who look to us for guidance.
What we’re up against are societal perceptions that have been in the making for centuries. This isn’t something we can shake off overnight, but it’s something we need to challenge. As we’ve seen, gender stereotypes can discourage men from entering roles traditionally seen as ‘female’, such as those in childcare and education.
Sadly, this isn’t a matter of hypotheticals; it’s a real concern reflected in the scarcity of male teachers and early years educators. This imbalance isn’t just about numbers; it’s about the diversity of experiences, perspectives, and role models we’re offering to our children.
Having spoken with over 50 education recruiters, it’s clear that the feminisation of the nursery nurse role acts as a deterrent for many men. Around 80% of the recruiters we interviewed perceive the nursery nurse job title as non-discriminatory, but they did acknowledge that the title might deter men new to the industry, especially those considering a career change.
One can’t help but ponder: are we missing out on passionate educators because of a job title?
The first step towards progress is to acknowledge that there’s room for improvement. After all, caregiving roles are not inherently female or male; they’re human. We all have the potential to nurture, guide, and inspire the younger generation, regardless of our gender.
But to truly affect change, we need to start at the grassroots level – with our language. Let’s rethink our job titles, making them more gender-inclusive. Instead of ‘Nursery Nurse’, we could consider ‘Nursery Practitioner’, ‘Early Years Educator‘, ‘Childcare Practitioner’, or any title that focuses more on the role than the person performing it.
Together, we can ensure our sector is a welcoming place for everyone, irrespective of gender. Let’s not only teach diversity and inclusion, but live it and lead by example. Our collective actions today will shape the education sector of tomorrow, so let’s make it a sector we’re proud of.
It’s crucial to remember that language shapes perception, and perception shapes reality. The terminology we use in our job titles can either deter or attract potential candidates. It’s high time we ensured that our job titles reflect the diversity and inclusivity we aspire to have within our organisations.
By dropping gender bias in job titles, we’ll make our profession more appealing to a wider audience. By doing so, we’re not just diversifying our staff – we’re also enriching our children’s learning environment with a wider variety of role models.
To break free from gender stereotypes, let’s start adopting more inclusive language in our job advertisements. Here are a few examples:
These gender-neutral alternatives focus on the job’s function, rather than the person performing it.
As employers, we should ensure our HR professionals are well-equipped to foster a gender-inclusive workplace. Part of their role should be to ensure job titles and descriptions are free of gender bias, and that job advertisements welcome applicants of all genders.
Moreover, they should also focus on providing an inclusive work environment where everyone, irrespective of their gender, feels valued, heard, and empowered.
Remember, an inclusive workplace doesn’t just benefit the employees – it benefits the children we care for. By actively working towards gender-inclusive practices, we’re setting a positive example for our young ones, teaching them that no job is off-limits based on their gender.
This is an exciting journey towards a more inclusive future, and we’re thrilled to embark on it together. Let’s step forward, embracing change and the diversity it brings!
We’re all about creating a balanced, diverse, and representative environment for our children to grow up in. Increasing male representation in teaching staff helps us achieve just that.
More male teachers and early years educators can provide additional role models for children, especially for boys who may lack male figures in their lives. Different teaching styles and perspectives that men may bring can enhance the children’s learning experiences, helping them gain a more comprehensive worldview.
Increased diversity within our staff doesn’t just mean representation – it also means a wider range of ideas, perspectives, and approaches to teaching. Diversity fosters creativity and innovation, and these are qualities we want to instill in our children. A diverse teaching team can bring different strategies, methods, and philosophies to the table, resulting in a richer, more robust teaching environment.
We all know that change starts at home – or in our case, at work. Let’s take action by rethinking our job titles and job descriptions. Let’s ensure they are as gender-neutral as possible, focusing on the roles and responsibilities rather than the person performing them.
Our interviews with recruiters in the industry reveal that the ‘nursery nurse’ title might discourage men new to the industry. We can address this by adopting more inclusive language in our job advertisements.
Furthermore, let’s also make sure we’re creating a welcoming and supportive work environment where everyone, regardless of gender, feels comfortable and valued. This includes providing equal opportunities for career growth and fostering a culture of respect and inclusivity.
This isn’t just about getting more men into the industry – it’s about making our industry more welcoming for everyone. Let’s embrace this opportunity to enhance our teaching staff and enrich our children’s educational experiences.
We’ve spoken to more than 50 childcare and education recruiters, and their insights have been enlightening. While many view the title ‘Nursery Nurse’ as non-discriminatory, they do acknowledge that this terminology could deter men new to the industry from applying.
In their experiences, many recruiters have found that male teachers and early years educators already working in the sector don’t find the job title ‘Nursery Nurse’ unfair or prejudicial. The real challenge lies in attracting newcomers or those considering a career change into education.
Our recent survey highlighted that 80% of respondents don’t view the title ‘Nursery Nurse’ as gender-discriminatory. However, the same group acknowledged that this job title might discourage new men from joining the childcare industry, which underlines the need for a more gender-neutral approach.
Mark Shotton, an esteemed nursery manager with hands-on experience in the early years sector, brings a unique perspective to the table. Having transitioned from aspiring to be a primary teacher to becoming an “Early Years Practitioner”, Mark’s journey is a testament to the power of job titles and the subtle nuances of gender perception attached to them. He candidly shares his story, offering us a deeper understanding of how modern terminologies and evolving societal dynamics can reshape the narrative for male educators and childcare workers.
“When I was applying for education jobs at the start of my career, I was predominately looking for a primary teaching role, having studied my PGCE in general primary. I wanted to be a strong male role model in primary school, however, having applied for countless teaching jobs across Yorkshire, I had little success. Changing tact, I applied for a job at Little Green Rascals, an organic day nursery on the outskirts of York which had job advertisements for ‘Early Years Practitioner.’
The job advertisement included forest school, something, at the time, I was unaware of, but it sounded appealing to me as I enjoy being outdoors. During the interview, they offered me the chance to train to become a Forest School Leader, they explained the ethos in more detail and ultimately, this persuaded me to take the job. Perhaps, subconsciously, I applied for the role of early years practitioner and forest school leader because the roles sounded more gender-neutral, rather than the usual job advertisements for Nursery Nurse.
Reflecting, I see Early Years Practitioner as a truer representation of the role in early years. The act of ‘nursing’ a child from a non-family member seems quite outdated. The noun practitioner is ‘a person actively engaged in an art, discipline, or profession, especially medicine.’ There’s no doubt working in early years is an important profession and it gives it an air of professionalism. Art is mentioned – being creative and artistic is, for me, something paramount to forging a successful career and discipline aka knowledge within a field. A person in early years needs knowledge of many aspects, whether it be the EYFS, first aid, engaging activities, or indeed, pastoral care. And finally, the title Early Years Practitioner undoubtedly comes across as more gender-neutral – a topic currently in the public consciousness.
The idea of the father being the bread winner and the mother staying home has changed over the years. We see this on a daily basis at nursery – both parents go off to work and the child is cared for by grandparents or childcare. I know this from firsthand experience because I am one of those parents. Both my wife and I work full time and we are lucky that we split our time between grandparents and nursery. The time spent at home and on weekends is precious and the ‘modern dad’ spends time with their partner and child or children – the family man. Perhaps this attitude should be applied to nursery, introducing a more modern outlook in the sector, meaning the importance of men in childcare should be normalised to create a good representation for future generations.
There has been a recent push for men to open up, discuss their mental well-being and to not simply ‘man up’ when times are hard – this could also be intertwined into our profession. In my early career, I would often say I loved working with this age range because it gave me ‘life experience’. For example, I had never changed a nappy in my life or engaged with a baby until I worked in early years. I have no doubt these experiences helped me when I did become a dad. Some of my most cherished memories of when I was a child was playing football with my Dad and this, alongside my experience in early years has made me a progressive role model for children, especially boys.
We should be selling that idea alongside the importance of building developmental foundations for children. If we can make the job title more consistent across the sector, lessening the chance of any outdated perceptions attached to ‘nursery nurse’, we can actively help men to find their way into the profession and improve representation as a whole in many positive ways. A modern workforce should be inclusive and any tweaks that help to illustrate the role and make it accessible to all can only have good outcomes.”
To attract a diverse pool of candidates, we suggest using gender-neutral titles in job descriptions and adverts. Terms such as ‘Nursery Practitioner’, ‘Early Years Educator’, ‘Nursery Worker’, ‘Childcare Practitioner’, or ‘Childcare Educator’ emphasise the role and not the gender of the person performing it.
Remember, our goal is not to eliminate the term ‘nursery nurse’ but rather to broaden the range of job titles we use, making them more appealing to a wider audience. We believe these small changes will go a long way in fostering a more diverse and inclusive environment for both our employees and the children we care for. Together, we can create a future where every individual feels valued and represented in the childcare and education industry.
The language we use in our job titles and descriptions plays a powerful role in shaping the childcare and education industry. By adopting gender-neutral job titles and focusing on the responsibilities and tasks involved, we can encourage a diverse range of individuals to consider roles in this rewarding field. After all, the beauty of education lies in its diversity – the myriad of experiences, perspectives, and approaches that each of us brings to the table.
We hope this article has shed some light on how we can better attract men to childcare and education, but we’re also here to offer practical support. If you’re an employer or a recruiter in the education industry and you’re considering what steps to take next, we’re more than happy to help.
Our expert team is on standby, ready to review your job adverts and help you ensure they’re as inclusive and appealing as possible. Together, we can move the needle towards a more balanced and representative education sector. We are passionate about supporting employers on their journey towards embracing diversity and inclusivity in their recruitment strategies.
So, don’t hesitate. Reach out to us today, and let’s work together to make the world of education a welcoming place for everyone. Let’s lead the change, for our children, our educators, and for a brighter, more inclusive future.
This article was crafted in collaboration with Mark Shotton.
Mark studied a PGCE in general primary at the University of Cumbria, is a qualified forest school leader, and has completed early years initial teacher training to complement his PGCE. He has worked in the Early Years sector for over 10 years, starting his career at Little Green Rascals Day Nursery in York, where he undertook multiple roles over 7 years including early years practitioner, forest school leader, room leader, and working alongside the council, as a forest school trainer.
After moving back to the North East to be closer to his family, Mark joined the Tynemouth Nursery group as an Early Years Teacher. In the 4 years working for the company, he has quickly progressed becoming a teaching mentor when the new EYFS and planning was introduced, to deputy manager, and finally manager of the group’s flagship nursery.
Nutritional Therapist and Early Years NutritionConsultant
At the intersection of health, nutrition, and early years education stands Louise Mercieca, a dynamic force in the realm of nutritional well-being for young children. A prolific writer with numerous articles and the notable book ‘How Food Shapes Your Child’ under her belt, she has delved deep into the intricacies of how food impacts a child’s development.
Her passion was kindled by two key elements: the journey she undertook with her young son and the extensive research she carried out for her debut book. Not just an author, Louise further extends her reach through the airwaves with her radio show ‘Food For Thought’ on Teacher Hug Radio.
Louise’s commitment doesn’t stop at raising awareness. As an Early Years Nutrition Consultant, she actively collaborates on menu development and nutritional education, ensuring that children receive a balanced and informed start to their dietary journey. Her driving belief is unequivocal: by understanding the bond between food and biology early on, we can preemptively address and potentially prevent many health and dietary issues adults grapple with later in life.
Her dedication to this cause positions her as a beacon for professionals in the Early Years sector, guiding them to understand the pivotal role food plays in holistic child health.
Chef Trainer at LEYF
In the vibrant world of child nutrition and culinary training, Sean Cowden shines as a beacon of expertise and dedication. As of 2022, he took the reins as Chef Trainer for LEYF’s esteemed Early Years Chef Academy courses. Initiated by LEYF in 2019, the Early Years Chef Academy emerged from a pressing need: to guarantee that young learners receive the essential, nutritious food vital for their growth and cognitive development. Through this initiative, chefs are meticulously trained not only in the culinary arts but also in the nuances of child nutrition, sculpting them into experts that inspire children, staff, and parents alike to cultivate lifelong healthy eating habits.
Before his esteemed tenure at LEYF Nurseries, Sean donned the hat of a Head Chef at an independent school, bringing his culinary flair to the academic arena. Additionally, his role as a Training Specialist for Gail’s Bakery further showcases his diverse expertise and unwavering commitment to the world of culinary arts and education.