Experiences of Black, Asian and Minority Ethnic people of working in childcare: summary

This paper reports on qualitative research exploring the experiences of Black, Asian and Minority Ethnic people working in, volunteering in, or training to enter the childcare and playwork sector in Wales. The research was commissioned by Welsh Government to inform implementation of childcare actions within the Anti-racist Wales Action Plan (ArWAP), particularly in relation to workforce development and inclusion.

The childcare and playwork sector plays a central role in supporting children’s development and family wellbeing. Representation, inclusion and equitable progression within this workforce are important both for staff and for the children and families they support. While workforce data indicate low representation of people from ethnic minority backgrounds within the sector, there has been limited qualitative evidence exploring lived experience. This study was commissioned to address that gap.

The research aimed to explore:

• motivations for entering the sector
• experiences of inclusion, belonging and support
• barriers to entry, retention and progression
• experiences of racism or bias
• views on training and career development
• what would make the sector more inclusive and supportive

Thirteen semi-structured depth interviews were conducted with individuals who self-identified as being from ethnic minority backgrounds. Participants included 7 individuals currently working in childcare and playwork roles, 4 volunteers and 2 trainees intending to enter the sector.

Participants were recruited through outreach to sector organisations, local authorities, childcare providers and training institutions, alongside a specialist recruitment agency. Recruitment proved challenging, likely reflecting the relatively small size of the ethnic minority workforce within the sector.

Interviews were conducted remotely and analysed using a narrative approach, focusing on how participants described and made sense of their experiences over time.

As a qualitative study based on a small sample, the findings are not statistically representative. They provide in-depth insight into lived experience and highlight themes that may inform policy and practice.

Motivations for entering the sector

Participants described diverse and often layered motivations for entering the childcare and playwork sector. Across interviews, motivations were typically values-led and grounded in a strong sense of purpose.

Many participants described longstanding enjoyment of working with children and framed childcare as a vocation or “calling”. Working with children was associated with emotional reward, fulfilment and a belief in the importance of early years development.

For some participants, parenthood was a key route into the sector. Volunteering in their child’s school or seeking flexible work aligned with school hours created an accessible entry point, and often acted as a low-risk way to gain experience and explore suitability for the role.

Some described more opportunity-driven routes, such as apprenticeships or local job opportunities. In these cases, motivation often developed over time as participants discovered enjoyment and aptitude for the work.

Cultural identity and representation were also important for some participants. They expressed a desire to provide visible representation for children from similar backgrounds, support culturally responsive care, or address perceived inequalities.

Belonging and purpose through relationships with children

Relationships with children were described as central to participants’ experiences in the sector. Children were consistently framed as a source of belonging, emotional reward, and purpose.

Many participants described feeling welcomed and accepted by children, some contrasting this with more complex adult environments. Children were perceived as non-judgemental and open, which contributed to feelings of comfort and inclusion.

Participants spoke about satisfaction in seeing children develop, building confidence and progress over time. Small everyday moments were described as meaningful and affirming. For several participants, these relationships were described as the primary reason they remained in the sector, even where other aspects of the role were challenging.

However, there was variation in how belonging was experienced. For some, belonging was rooted both in relationships with children and in positive workplace cultures. For others, children were a source of purpose even where wider adult environments felt less inclusive. In these accounts, meaningful engagement with children coexisted with more fragile experiences of belonging within staff teams.

Experiences of inclusion and exclusion

Participants described a range of experiences across workplace and training environments which varied between settings and were shaped by local culture and leadership.

A small number of participants described overt racism. More commonly, participants referred to subtle or low-level forms of bias, including assumptions linked to appearance or background, exclusion from informal networks, or feeling left out of conversations. These experiences were often described as cumulative rather than isolated.

Participants frequently reported reluctance to escalate concerns formally, particularly where behaviours were subtle and difficult to evidence. Coping strategies included “just getting on with it”, developing resilience, or focusing on the work with children. Parents were mentioned in a small number of interviews as a source of discomfort or differential treatment, although these accounts were limited and not universal.

Underrepresentation was a recurring theme. Many participants described being the only person of colour within their setting or training cohort. This lack of representation was associated with feelings of isolation and, in some cases, questioning of belonging.

At the same time, participants also described examples of inclusive practice. These included visible celebration of cultural diversity, multicultural events, recognition of different languages, and supportive managers who actively checked in and offered assistance. However, such practices were described as unevenly distributed and often dependent on individual leaders rather than embedded systems.

Barriers to retention, progression and development

Participants identified structural and practical barriers affecting progression and longer-term sustainability in the sector. A consistent theme was the lack of clear and transparent progression pathways. Participants described uncertainty about next steps and perceptions that advancement could depend on informal relationships rather than defined criteria.

Underrepresentation in senior roles shaped expectations about opportunity. Although explicit discrimination in promotion decisions was not widely reported, the absence of visible role models influenced perceptions of what was achievable.

For some participants, non-recognition of overseas qualifications and experience was a significant barrier. Previous roles and expertise were described as being discounted in formal assessments, with qualification requirements and language expectations creating additional hurdles where support was limited.

Practical constraints including caring responsibilities, financial pressures and, in a small number of cases, immigration-related restrictions further limited access to training and progression. Agency working was also described as contributing to instability and reducing opportunities to demonstrate capability within teams.

While few participants described leaving the sector entirely, some reported stalled progression or remaining in voluntary roles. Continued involvement was often attributed to commitment to children rather than confidence in career prospects.

Support needs and what would make a difference

Support was described as a key factor shaping experiences of inclusion and progression. However, support was most often described as informal and dependent on individual relationships.

Encouragement and mentoring were repeatedly highlighted as important. Participants described the impact of having someone who believed in their potential, provided reassurance, or helped navigate training and progression routes.

Trusted and fair leadership was particularly valued. Supportive managers who were approachable, consistent and willing to intervene when necessary were described as making a significant difference.

Representation was also linked to support. Participants described feeling more comfortable seeking guidance from individuals who shared cultural or linguistic backgrounds or who demonstrated cultural awareness.

Participants highlighted the need for more culturally inclusive training materials and greater recognition of diverse faith and cultural practices within everyday workplace environments. Visible recognition was described as meaningful when embedded in practice, but tokenistic when not accompanied by broader cultural understanding.

In a small number of interviews, support needs extended beyond the workplace, particularly for individuals facing immigration-related constraints. These participants described challenges in accessing advice and practical assistance.

This research highlights a clear tension between strong personal commitment to children and uneven structural support within the sector. Participants described deeply held motivations, and derived significant purpose and belonging from their relationships with children. These relationships were central to sustaining engagement, even in the face of challenges.

At the same time, experiences of inclusion, progression and support varied considerably between settings. Inclusion was often described as dependent on local culture and individual leaders rather than consistently embedded systems. Barriers to progression were frequently structural, including unclear pathways, underrepresentation in leadership roles, non-recognition of overseas experience, and practical constraints linked to caring responsibilities and finances.

The findings suggest that the sector benefits from a workforce with strong intrinsic commitment. However, reliance on commitment alone may mask underlying risks to sustainability if progression and support structures remain uneven.

Considering these findings, the research indicates the importance of:

• improving clarity and visibility of progression pathways
• strengthening recognition of overseas qualifications and experience
• strengthening leadership capability to embed inclusive practice consistently
• strengthening support for staff experiencing racism from parents
• improving representation and visibility within senior and decision-making roles
• strengthening access to structured mentoring and guidance
• reviewing training and professional learning resources for cultural inclusion
• improving signposting to practical advice and support beyond the workplace
• developing more sustained and embedded approaches to understand the ethnic minority childcare and playwork workforce

These recommendations are grounded in qualitative lived experience and are intended to support alignment between the ambitions of the Anti-racist Wales Action Plan and everyday workforce practice.

While based on a small sample, the recurrence of key themes across interviews provides meaningful insight into how policy commitments may be experienced on the ground. Continued engagement with lived experience will be important to monitor progress and to support the development of a more inclusive and sustainable childcare and playwork workforce in Wales.

Report author: Gayle Higginson and David Chong Ping

Views expressed in this report are those of the researchers and not necessarily those of the Welsh Government.

For further information please contact:

Children and Families Research Team
Equality, Poverty and Children’s Evidence and Support Division
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email: Research.ChildrenAndFamilies@gov.wales

Social research number: 50/2026
Digital ISBN: 978-1-83745-305-4