Few subjects make lawmakers, educators, and parents more uncomfortable than discussing potty training. Yet a debate that recently surfaced in Utah has highlighted a growing issue that schools across the country, including Tennessee, are increasingly confronting: Too many children are arriving at kindergarten without the basic self-care skills needed to function independently in a classroom.
The issue gained national attention when Utah state Rep. Doug Welton proposed legislation requiring children to be potty trained before enrolling in kindergarten. Critics immediately accused supporters of being insensitive to developmental differences and family circumstances. Those concerns deserve consideration. But the larger question remains: Why has it become controversial to expect children entering elementary school to use the restroom independently?
The issue is not about punishing children or excluding them from public education. It is about acknowledging reality.
Teachers across the nation report that more children are arriving at school in diapers or pull-ups and requiring assistance with basic toileting needs. While comprehensive national data remains limited, educators consistently describe a challenge that was once relatively uncommon. Whether the increase is large or small, the fact that the issue has become a topic of legislative discussion should concern parents and policymakers alike.
Historically, toilet training was considered a routine developmental milestone completed well before kindergarten. Parenting practices have changed dramatically over the decades. In the 1940s, toilet training often began before 18 months of age. By the early 2000s, many children were not beginning the process until between 21 and 36 months. Disposable diapers, changing family schedules, and evolving parenting philosophies have all contributed to later training. Covid made the issue even worse.
None of these changes are inherently harmful. However, somewhere along the way, society appears to have lowered expectations regarding basic childhood independence.
That matters because kindergarten today is not the kindergarten of previous generations. Teachers are expected to deliver increasingly rigorous academic instruction. Students are learning foundational reading skills, mathematics, science concepts, and social-emotional competencies. Every minute of instructional time is valuable.
General education teachers are educators, not healthcare providers. They are trained to teach children how to read, write, solve problems, and work collaboratively with others. They are not trained, equipped, or legally positioned to provide routine diaper-changing services for typically developing students.
When a child requires assistance with toileting, instruction often stops. Administrators become involved. Parents may be called to the school. Classroom routines are disrupted. Privacy concerns arise. Staff members face questions about liability and supervision. One student’s toileting needs can affect an entire classroom’s learning environment.
In Tennessee, public schools cannot deny a child admission to kindergarten simply because the child is not potty trained.Furthermore, children with disabilities, medical conditions, developmental delays, or sensory challenges deserve accommodations and support. Federal law rightly requires schools to provide those services through Individualized Education Programs (IEPs) and Section 504 plans when appropriate.
But accommodations for children with legitimate needs should not prevent society from maintaining reasonable expectations for children who are otherwise developmentally ready.
The real lesson from this debate is that potty training is not merely about using the bathroom. It is about independence, responsibility, and readiness.
A child entering kindergarten should generally be able to communicate needs, manage clothing, wash hands, follow directions, and navigate basic daily routines. These are not excessive expectations. They are foundational life skills.
Parents should not view this conversation as criticism. Raising children has never been easy, and every child develops at a different pace. Instead, families should see it as a reminder that kindergarten readiness extends beyond academics. Learning letters and numbers is important, but so is learning how to function independently in a group setting.
Schools also have a role to play. Districts should provide clearer readiness expectations, communicate them early to families, and connect parents with resources when challenges arise. Pediatricians, early childhood educators, and community organizations can help families address developmental concerns before a child enters kindergarten.
The goal should not be exclusion. The goal should be preparation.
Every child deserves the opportunity to enter school confident, capable, and ready to learn. Every teacher deserves the opportunity to focus on teaching. And every classroom deserves an environment where instructional time is protected.
Potty training may not be a glamorous policy issue, but it is a practical one. If we are serious about kindergarten readiness, we should not be afraid to say that independent toileting is part of it. Recognizing that reality is not harsh. It is common sense.
JC Bowman is the executive director of the Professional Educators of Tennessee and Contributing Editor to TriStar Daily.
