This is a conversation more parents and educators are starting to have, and it matters.

Face the Facts

In 2024, teachers in the United Kingdom reported that 1 in 4 children started school not toilet trained.

Many children are now staying in nappies well into age three and beyond. Some brands, like Pampers, have even introduced larger sizes designed for older children, including those of school age.

So the question is: why is this happening?

Let’s Look at the Data

• Only 14% of UK families begin potty training before 15 months

• Over 1 in 3 children haven’t started by age 2

• Research often points to around age two as a common starting point

There’s a clear shift, and it’s worth understanding what’s driving it.

Let’s Go Back in Time

In the 1950s, around 92% of toddlers in the United States were fully toilet trained by 18 months.

Why such a difference?

Back then, families relied on cloth nappies, which meant frequent washing and more effort. There was a stronger motivation to support children toward toilet independence earlier.

What’s Changed?

Today, we’re living in a culture of convenience and speed.

Disposable nappies have made things easier in many ways, but they’ve also removed the urgency to begin potty learning earlier. Families are busier, routines are fuller, and potty training can feel like something to “get to later.”

There’s also a growing narrative around waiting for readiness, which can sometimes lead to delaying the process too long.

The Truth (and What You Can Do)

Potty learning isn’t something that should be rushed, but it also shouldn’t be avoided.

It works best when it’s approached as a gradual, layered process:

• Start early exposure: Let children become familiar with toilets, routines, and language

• Normalise conversations around wee and poo

• Look for capability, not just “readiness”

• Build skills slowly over time, rather than waiting for a single moment

Potty learning isn’t a one-day event.
It’s something that develops step by step.

Let’s Change the Narrative

Children are capable of learning earlier.
Parents can feel confident guiding them.

And together, we can shift the way we approach potty learning, away from pressure and delay, and toward understanding, support, and confidence.

Because when we change the approach,
we change the outcome.