Rebecca Koenig Interim Senior Editorial Director | EdSurge Research
As California expands transitional kindergarten (TK) to include all 4-year-olds, elementary schools are facing new challenges, particularly around toilet-training. The increase in younger students means more children are arriving at school not fully potty-trained, a situation many districts had not previously encountered.
“They are younger, and they’re going to have more accidents,” said Elyse Doerflinger, a TK teacher in the Woodlake Unified School District in Tulare County. “Then what?”
Originally intended for children who narrowly missed the kindergarten age cutoff, TK now serves all 4-year-olds, including those who turn four by September 1. This change has led to differences in how schools handle toileting needs. Private preschools often require children to be potty-trained before enrolling or train staff to help with toileting. In contrast, public schools cannot make potty-training a prerequisite and most elementary teachers are not trained for this task.
Most districts have adopted a hands-off approach when it comes to assisting TK students after an accident. Staff typically offer verbal instructions through the bathroom door while students change clothes themselves. If that fails, parents are called to come and assist their child.
“You can’t hold down a job if you’re constantly being called to the school to get your kid,” Doerflinger noted.
Some districts provide additional support through toileting plans or special education services, but practices vary widely. According to Patricia Lozano, executive director of Early Edge California, “there’s not one model that will work for all districts, schools, or even classrooms.”
Educators report that direct assistance such as wiping is generally off-limits. “We do not wipe,” said Shawna Adam, a TK teacher in Hacienda La Puente Unified School District in Los Angeles County. “Our aides are not trained; neither are we as teachers for doing potty training. We’re not going to be trained in doing toileting and wiping. I am a general ed teacher.”
The division of labor among staff depends on district policy and contract language with unions. In some cases, paraeducators receive extra pay for helping with these tasks.
“A lot of kids are not fully potty-trained,” said Amairani Sanchez, a TK teacher at Oakland Unified School District. With two aides for her 24 students this year—due to a reduced student-staff ratio—she said one aide assists with wiping when needed.
Guidance from the California Department of Education recommends that districts negotiate which jobs involve direct toileting support activities and engage union representatives accordingly.
Local policies also differ: Madera Unified School District instructs educators to verbally guide students through changing clothes after an accident or send them discreetly to the office if needed. Similar strategies exist elsewhere.
“If there are accidents, (your) child (must) be able to take off their soiled clothing by themselves and we’ll give them wipes. If there’s No. 2, then, that’s on you; we call you to come down and change them,” Adam tells parents directly.
Teachers remain cautious about disciplinary consequences or potential lawsuits should they go beyond set procedures.
David Goldberg, president of the California Teachers Association, emphasized ongoing advocacy efforts: “Teachers across the state, in their unions, are fighting and advocating for more resources for our youngest students.”
Special education paraprofessionals sometimes step in by developing classroom resources or demonstrating techniques for self-cleaning using teaching aids like peanut butter-smeared plates and step-by-step guidance.
Beyond policies and personnel issues, facilities pose another significant challenge. Some TK classrooms lack attached bathrooms; young children must use restrooms shared with older students or travel together under supervision—a practice educators say undermines instructional goals.
Hanna Melnick from Learning Policy Institute pointed out: “The intention of having a second adult in the classroom is for them to be a second teacher,” not “the walker to the bathroom.” Managing group trips increases logistical difficulties and can lead to more accidents due to strict schedules rather than individual needs.
While voters approved $40 billion in local construction bonds and $10 billion statewide last November—funds intended for facility improvements—none is earmarked specifically for transitional kindergarten programs or age-appropriate bathrooms. As many districts prioritize basic infrastructure repairs over new facilities for early learners (https://learningpolicyinstitute.org/product/implementing-universal-prekindergarten-california-report), upgrading restrooms remains difficult.
Previously there was an assumption that 4-year-olds needing diaper changes required individualized education plans (IEPs) and special education services involving additional staff support; however teachers like Doerflinger argue this should only apply if disability is suspected: “If you actually think there could be a disability, then let’s assess and check…Some kids just have trauma…Some kids just take longer.”
Experts agree families play an essential role in helping their children achieve toileting independence alongside school efforts—a partnership reflected in Los Angeles Unified’s collaborative approach with regular reminders at school plus shared resources at home.
Pia Sadaqatmal from LAUSD describes toileting as teamwork between families and schools: For students’ independence “they should have opportunities to practice their toileting skills…and exercise that independence.” Instructional materials—including picture guides—are provided both at school and home settings so everyone uses consistent messaging throughout daily routines.
Ranae Amezquita adds: By sharing resources with families “we’re all using the same language from the time the child wakes up…until…the child goes to bed at night.”
Patricia Lozano concludes: “We say ‘Are kids ready for school?’ Also ‘Are our schools ready for kids?’ That is something that schools need to think about.”
Alerts Sign-up