COMMENT
Why workforce diversity matters in early years
Alliance children's services manager Richard Knight reflects on the importance of championing gender diversity in the early years workforce
Richard is a children's service manager at the Alliance. With almost 18 years’ sector experience as an educator, Richard has experience of working in a range of different provisions, with a background in training and development.
The early years workforce plays a vital role in shaping children’s early experiences, relationships and understanding of the world. One of the strongest features of high-quality early years provision is a staff team that reflects the diversity of the society children grow up in. When children encounter a range of adults with different experiences, identities and perspectives, it supports their learning, sense of belonging and understanding of others.
Despite this, early years remains one of the least diverse sectors in terms of representation. In particular, the number of men working directly with young children continues to be very low. Building a more balanced and inclusive workforce is not about meeting quotas; it is about ensuring that children benefit from a rich mix of relationships and role models during their most formative years.
I remember when I was starting my career in early years, I
didn’t see many other male educators, so it felt daunting and like a bit of a leap. But once I was in the setting, I quickly realised children just saw me as another adult who cared about them.
The value of varied role models
Children learn about the world through what they see and experience every day. The adults around them shape children’s ideas about who cares, who teaches, who leads, and who plays. When children see both women and men confidently supporting learning, offering comfort, leading activities and engaging in play, it helps broaden their understanding of adult roles and possibilities.
Male educators bring their own strengths, experiences and approaches, just as female educators do. What matters most is not gender, but the shared professional skills of warmth, responsiveness, curiosity and care. A workforce that includes men alongside women helps children to understand that these qualities belong to everyone.
Over the years, many children have gravitated towards me for physical play, others for stories or quiet time. It's not always about being a male role model in a big sense; it is as much about being responsive and present.
Challenging stereotypes in early childhood and education
Early education, nurturing and care have historically been shaped by narrow and gendered assumptions. Early years providers have a powerful opportunity to challenge these ideas in everyday, practical ways. Seeing men reading stories, supporting emotional regulation, providing personal care or leading creative activities helps normalise teaching young children as something shared, rather than something assigned.
This is particularly important for young children who are beginning to form ideas about fairness, difference and belonging. Everyday routines, relationships and interactions can quietly but powerfully influence how children understand the world around them.
As a young educator, one of the biggest challenges for me was when some families would question why I was there – making occasional comments about it being strange that a man was wanting to work with young children. What I remember to be the most effective source of support was feeling trusted by my colleagues and that making the biggest difference to me. Being part of a strong supportive team enabled me to become resilient and face further similar challenges throughout my career as an educator.
Considering the benefits to children, families and provision
A workforce that includes male educators can benefit children, families and staff teams alike. Some children respond particularly positively to different interaction styles or approaches to play, while some families value seeing a broader range of adults involved in their child’s care and education. On occasion when families may not understand the value of the male educator, this is a key opportunity for managers and educators to really shout about the benefits of a diverse workforce and show support for their colleagues.
For settings, diverse teams often bring richer professional conversations and stronger reflective practice. Male educators frequently talk about the importance of supportive leadership and feeling trusted as professionals.
Creating welcoming pathways into the sector
Encouraging more men into early years requires more than positive messaging. Clear training routes, visible role models, supportive mentoring and inclusive workplace cultures all help reduce the sense that early years education is not for them. Apprenticeships, flexible roles and strong professional development pathways can make a real difference.
Equally important is ensuring that all staff are held to the same professional expectations and supported to succeed. Inclusive settings are those where gender does not define responsibility, opportunity or trust.
Looking ahead
Early years is about giving children the best possible start in life. A workforce that includes men as well as women, and that reflects the diversity of families and communities, strengthens that aim. By challenging stereotypes, valuing difference and actively welcoming a broader range of people into the profession, early years settings can help shape a more inclusive future — for children, families and the workforce itself.
Under 5 magazine
The magazine of the Early Years Alliance