Toilet training has traditionally been viewed as a developmental milestone most children begin to master between 18 and 30 months, with many settings expecting children to be out of nappies before starting school. In recent years, however, many preschool educators and early years professionals have observed a growing number of children arriving still in nappies at an age when toileting independence would typically be developing. This shift invites a broader reflection on how children’s development is supported in modern family life.

One possible explanation is that children’s development is now receiving more attention in some areas than others. Language, early cognition, and digital engagement are often prioritised, while practical self-care skills may receive less focused guidance. Toilet training, unlike many academic or screen-based skills, depends heavily on routine, repetition, caregiver consistency, and child readiness.

Screen time may also be influencing daily routines in subtle but important ways. Current guidance for under-5s recommends avoiding screen time for children under two, and keeping it to about one hour a day for children aged two to five, while avoiding screens at mealtimes and before bed. The concern is not only the amount of screen time, but also how it can displace interaction, movement, and the repeated prompts that help children learn everyday habits such as using the toilet.

It is important, however, not to frame this as a matter of blame. Families today are navigating significant pressures, including work demands, time scarcity, and constant digital distraction, and children develop at different rates. A supportive approach recognises that toileting difficulties may reflect readiness, family circumstances, constipation, anxiety, or inconsistent routines rather than a simple lack of effort.

Why Toilet Training Matters

Toilet training is more than a practical milestone. It supports independence, self-regulation, and confidence, while also helping children participate more comfortably in preschool and group settings. Children who are ready to train generally show signs such as staying dry for longer periods, following simple instructions, showing interest in the toilet, and communicating the need to go. Beginning when these signs are present usually makes the process smoother for both children and caregivers.

For preschool environments, toileting readiness also has a social dimension. Children who are not yet toilet trained may need additional support, and educators often rely on routines, reminders, and close parent partnership to help them progress. When toileting is delayed, it can affect a child’s sense of independence and may add stress at a stage when they are also learning social and emotional skills.

Supporting Families

A balanced response begins with early, practical support rather than criticism. Parents can be encouraged to watch for readiness signs, establish predictable bathroom routines, and reduce distractions that interrupt daily habits. If a child resists toilet training or seems uncomfortable, it may be helpful to explore issues such as fear, constipation, or an unstable routine before pushing harder.

For therapy and early intervention services, this trend is a reminder that child development is holistic. Supporting speech, learning, emotional regulation, movement, and self-care should go hand in hand. When caregivers are helped to protect time for face-to-face interaction, play, and routine, children are more likely to develop the everyday skills that support long-term independence.