Maryland’s largest school districts are now requiring pre-K and kindergarten staff to assist young children with potty training needs under policies tied to the state’s Blueprint for Maryland’s Future education law.
The change comes as Maryland continues expanding publicly funded pre-kindergarten programs, which prohibit schools from denying enrollment based on whether a child is potty trained.
Districts including Montgomery, Baltimore, Prince George’s, and Anne Arundel counties have adopted procedures requiring schools to support students in developing basic self-care skills once enrolled.
District officials say the policy reflects a growing number of children entering early education settings without full toileting independence.
They argue schools must accommodate those students while maintaining access to publicly funded pre-K and kindergarten programs that serve broader state education goals.
Under the updated rules, teachers and school staff are expected to assist children with toileting needs as part of their responsibilities in early childhood classrooms.
The procedures include formal supervision requirements, documentation standards, and guidance intended to address privacy, safety, and liability concerns, according to The Educator’s Room.
Educators, however, say the added responsibility is changing the day-to-day structure of early learning environments.
Teachers and staff have raised concerns about increased workload, disruptions to instructional time, and the need for additional personnel and training to safely manage intimate care duties in classroom settings.
Some parents and educators have also raised safeguarding concerns, emphasizing the importance of strict oversight, clear boundaries, and consistent training when school employees are responsible for assisting children with private care needs.
They argue that strong safeguards are necessary to ensure accountability and maintain student protection standards in environments involving intimate contact, according to the Washington Times.
Critics of the policy say it represents a broader shift in the role of public education, with schools increasingly absorbing responsibilities traditionally handled at home.
“Our kids should not be coming into kindergarten not potty trained.”
They argue that expanding teacher duties into personal care raises practical and financial questions about staffing levels, training requirements, and long-term costs for school districts and taxpayers, as highlighted by the Daily News Cycle.
Others note that without consistent implementation across districts, schools may face uneven standards for how toileting assistance is handled, potentially creating confusion over procedures, parental communication, and staff responsibilities.
Concerns have also been raised about ensuring that clear reporting systems and oversight mechanisms are in place to protect both students and employees.
Some parents and commentators further point to safeguarding risks, warning that any expansion of intimate care responsibilities in school settings must include strict safeguards to reduce the risk of abuse and inappropriate behavior, ensure proper supervision, and maintain clear professional boundaries at all times.
They argue that policies involving one-on-one assistance with very young children should include layered protections such as training, monitoring, and documentation requirements to reduce vulnerability and ensure accountability in sensitive care situations.
Supporters of the policy say it is designed to ensure access to early education for all children, including those who may experience developmental delays.
Districts maintain that parents remain primarily responsible for toilet training at home, while schools are tasked with supporting students who arrive without those skills already in place.
The policy is part of Maryland’s broader effort to expand early childhood education under the Blueprint for Maryland’s Future, a sweeping reform initiative that has significantly increased enrollment in state-funded pre-K programs across the state.
As implementation continues, districts are expected to refine procedures and staffing approaches as they adapt to the practical demands of expanded early childhood enrollment and the evolving expectations placed on classroom staff.
