Men make up only a fraction of the early childhood education workforce but they can have a positive impact on the children they educate, writes Emily Campbell.
Men comprise less than 4 per cent of total employees in Australia’s early childhood education (ECE) and care sector, yet the value of young children having access to warm, nurturing male role models is crucial.
As the sector grapples with chronic workforce shortages, male early childhood teachers and educators are few and far between.
Positive male role models
Dr Martyn Mills-Bayne is a senior lecturer in early childhood education at Adelaide University and previously worked as an early childhood education teacher.
He is an enthusiastic advocate for a gender diverse workforce and promotes the push for more men in the sector through Adelaide University’s MENtor Program for Males in ECE. He is also involved with the Minderoo Foundation Dads’ Alliance.
Mills-Bayne says an engaged, responsible male role model can make a profound difference in a child’s life, improving their mental health and confidence as well as cognitive and social development.
“For too long, gender stereotypes have undermined ECE with entrenched perceptions of men not being built for, or good at, educating young children,” he says.
“Children, particularly boys, need to see positive male role models in early learning environments, because if there’s a lack of men, this will shape the next generation’s gender attitudes.”
Why men avoid the sector
Unfortunately, deterrents and barriers such as social stigma prevent many men from pursuing a career in early childhood education.
“Although there have been some improvements, wages are still low compared to other careers that do not require the qualifications and ongoing commitment to professional learning,” Mills-Bayne says.
“This coupled with the persistent sense that holistic education and care roles are not suitable for men present a significant barrier to men entering the sector.”
With horrific high-profile allegations and instances of child abuse in the sector widely reported in the media over the past couple of years, scrutiny of male staff is more rigorous than ever.
“We know many men avoid early childhood education careers because of fears and stereotypes about being judged in child-safety contexts,” he says.
“A more gender diverse workforce will strengthen safety because diverse perspectives improve workplace culture, vigilance and accountability.”
Mills-Bayne says when male and female staff work cooperatively, they model respectful, safe interactions for children and reinforce best practice.
Member perspective
IEU member Stephen Gallen is employed part-time as a director and teacher at Cawongla Playhouse, a community preschool in northern NSW.
He is also an education consultant and has worked in the early childhood sector for 35 years across preschools, primary schools and long day care.
Stephen comes from a family of teachers going back multiple generations.
He was inspired to pursue a career in early childhood education after a community service placement during high school at a childcare centre.
“It was somewhere I could see the value of having more men in the sector,” Stephen says.
As one of only a few men working in a highly feminised sector, Stephen says there are benefits and drawbacks.
“Male privilege combined with the rarity of men in the sector means I have often been ‘fast-tracked’ or gained more credit for the same work than my female colleagues and peers,” he says.
However, Stephen says it has been isolating and challenging at times.
“The culture and ways of working, relating and networking are highly gendered and feminised, which has been difficult to navigate,” he says.
“Related to this but a distinct challenge is the disrespect that early childhood staff and young children face from sector leaders and government.”
Despite these challenges, Stephen loves his job, particularly the intellectually stimulating blend of play and pedagogy.
“Spending time with young children is really grounding and brings me back to what really matters – knowing without a doubt that at the end of each day I have made a real, material difference in the lives of those children,” he says.
“Better pay and career pathways that reward staff for staying in the classroom rather than moving into management or academia are sorely needed.”
IEU Member and community preschool teacher Stephen Gallen
Better pay essential
Young children seeing men working in early childhood education is a gender equity issue, Stephen says.
“The more men we have in the sector, the more perceptions of the profession in the wider community might broaden and change.
“We live in a world of stereotypical gender norms where men are not really ‘supposed’ to be caring, nurturing and tender – qualities which are seen as weaknesses rather than strengths.
“I think these ideas need to be challenged and disrupted wherever possible.”
Stephen says improving the pay and conditions of early childhood education and care staff is essential to attracting more men to the sector.
“Better pay and career pathways that reward staff for staying in the classroom rather than moving into management or academia are sorely needed,” he says.
It is why Stephen is an active IEU member, which he says has made a positive difference to both his career and the sector.
“IEU membership has also granted me many opportunities for professional learning and networking,” he says.
Urgent action needed
Achieving sustainable, long-lasting gender diversity requires clear focus, substantial investment and ongoing care.
Dr Mills-Bayne says Norway, Scotland and Germany have had some success following targeted campaigns and increased funding to attract male staff.
“Radical change is needed to realise any significant increase in the number of men in the early childhood education workforce,” he says.
“To attract more men, we need a targeted and funded national campaign that speaks to young men and older career change men who might not have considered early childhood education careers.
“Ultimately, having more great male teachers and educators in the early years may encourage more young boys to see that working in early childhood education is possible.
“Strong female allies in leadership and as colleagues will also go a long way to promoting the importance of gender diverse teaching teams.”
Published in the June 2026 edition of Bedrock.
