"I care, I'm incredibly capable, so I strategically subtract." Simon Breakspear
What if greater impact starts with less, not more?
School staff are constantly being asked to do more. More initiatives. More meetings. More programs. More expectations. Yet many big-hearted educators are already working well beyond their capacity.
In this episode, Meg Durham sits down with educator, researcher, leadership advisor and author Dr Simon Breakspear to explore The Pruning Principle and why doing fewer things, more deliberately, may be one of the most important skills we can learn in education.
Together, they unpack the hidden costs of the "additive trap", the beliefs that keep schools adding rather than letting go, and why sustainable improvement depends on creating space for what matters most.
Simon shares practical examples of "pruning experiments", explains how small changes can lead to meaningful impact, and offers a hopeful framework for creating calmer, more focused schools.
Whether you're a teacher, school leader or someone passionate about education, this conversation will challenge the way you think about improvement, workload and impact.
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In this episode, you'll learn:
- Why adding more isn't always the path to greater impact.
- How to escape the "additive trap" that keeps schools overloaded.
- Why small "pruning experiments" are more effective than dramatic change.
- How strategic subtraction can create greater clarity, focus and sustainable impact.
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Chapter Markers:
- 00:00 Welcome and introducing Simon Breakspear
- 01:30 The story behind The Pruning Principle
- 04:30 What is strategic subtraction?
- 06:30 Why more isn't always better
- 11:00 The beliefs that keep educators adding more
- 16:20 Pruning experiments and making change feel possible
- 24:20 Thinking in trade-offs, not just additions
- 29:00 Pace, priorities and calm progress
- 35:20 Practical ways schools can strategically subtract
- 42:00 Sustainable impact starts with less, not more
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Reflection prompts:
- This conversation got me thinking about...
- The "additive trap" shows up in my work when...
- I will give myself permission to...
- A small deliberate action I will take is...
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Episode 169 Shownotes - Click here
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Dr Simon Breakspear Website | LinkedIn | Books
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Meg Durham - Website | LinkedIn | Instagram
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Your Questions Answered:
What is strategic subtraction in education?
Strategic subtraction is the deliberate practice of reducing, removing or simplifying work so that educators can focus on what matters most. Rather than assuming every challenge requires another initiative, meeting or program, strategic subtraction encourages schools to regularly review existing commitments and ask whether they are still creating meaningful value.
As Dr Simon Breakspear explains, improvement doesn't only come from adding more. Sometimes the greatest gains come from creating space, redirecting limited time and energy, and giving people the capacity to do fewer things better. Strategic subtraction is about making intentional choices that support both sustainable impact and staff wellbeing.
Why is strategic subtraction important for school improvement?
Over time, schools naturally accumulate new initiatives, responsibilities and expectations. Each one is usually introduced with good intentions, but very few are ever removed. This "additive trap" can leave teachers and school leaders feeling overwhelmed, while making it harder to embed the practices that have the greatest impact on student learning.
Strategic subtraction helps schools move from reacting to every new demand to deliberately prioritising what matters most. By regularly reviewing systems, meetings, programs and processes, leaders can create greater clarity, reduce unnecessary complexity and ensure staff energy is invested where it will make the biggest difference for students, colleagues and the wider school community.
How can educators begin practising strategic subtraction?
Strategic subtraction doesn't require dramatic change. In fact, Simon recommends starting with small "pruning experiments" that feel manageable and reversible. This might involve shortening a recurring meeting, simplifying an assessment process, reducing unnecessary email communication or pausing a low-impact initiative for a set period to evaluate its effectiveness.
Approaching subtraction as an experiment encourages curiosity rather than defensiveness. It allows individuals and teams to test new ways of working, reflect on the impact and make informed decisions about what should continue. Over time, these small, deliberate changes can create more focus, calmer schools and a more sustainable way of working.
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