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This study aimed to clarify the actual state of toilet support in infant classes and to examine factors influencing the timing of toilet independence. A questionnaire survey was conducted among 235 nursery teachers with experience working in infant classes. Correlation analysis, multiple regression analysis, and mediation analysis were employed to examine the relationship between the timing of toilet independence and practical support variables. Results indicated that recognising elimination cue, the type of nappy used and the time taken for nappy changes were significantly associated with toilet independence. Notably, when nursery teachers recognised pre-elimination signs, the age of independence was approximately 2.5 months earlier than average. Furthermore, the use of a potty demonstrated a complete mediating effect. Rather than directly promoting toilet independence, it was found that facilitating the recognition of signs indirectly accelerated the age of independence. Moreover, consistent nappy changes by the same nursery teacher prolonged the change duration, and this attentive interaction indirectly influenced the timing of independence. Therefore, toilet independence may be facilitated not only by physiological maturation but also by nursery teachers responding to elimination cues and provide empathetic, high-quality interactions.