The Pruning Principle & Strategic Subtraction with Dr Simon Breakspear
What if greater impact starts with less, not more?
It feels like school staff are constantly being asked to do more. More initiatives. More meetings. More programs. More expectations. Yet so many big-hearted educators and school leaders are already working well beyond their capacity.
In this conversation with educator, researcher, leadership advisor and author Dr Simon Breakspear, we explore The Pruning Principle and the idea that doing fewer things, more deliberately, may be one of the most important skills we can learn in education.
Together, we unpack the hidden costs of the "additive trap", the beliefs that keep us adding rather than letting go, and why sustainable school improvement depends on creating space for what matters most.
One of the things I loved most about this conversation is that Simon doesn't simply encourage us to do less. He offers practical ways to think differently, from running small "pruning experiments" to making more deliberate decisions about where we invest our limited time, energy and attention.
If you've ever wondered whether there might be a more sustainable way to create meaningful impact in schools, I think you'll really enjoy this conversation.
In this episode, you’ll learn:
Why doing more isn't always the path to greater impact.
How the "additive trap" keeps educators and schools overwhelmed.
What strategic subtraction is and why it is essential for sustainable school improvement.
How small "pruning experiments" can help you create meaningful change without adding more.
Who is Dr Simon Breakspear?
Dr Simon Breakspear is an educator, researcher, leadership advisor and author who works alongside schools and education systems across Australia and internationally to help turn evidence into meaningful improvement. He is widely recognised for making complex research practical and helping school leaders focus on the work that will have the greatest impact on teaching, learning and wellbeing.
Simon is the author of The Pruning Principle: Mastering the Art of Strategic Subtraction Within Education. His work explores strategic leadership, school improvement and sustainable change, challenging educators to think differently about improvement by asking what can be reduced, simplified or let go so time, energy and attention can be directed towards what matters most.
Why does this conversation matter?
Schools are incredibly good at adding. New initiatives, new programs, new meetings and new expectations are often introduced with the best of intentions. Yet very little is ever removed. Over time, this leaves many educators and school leaders trying to carry more than is sustainable, believing that caring and commitment mean continually doing more.
This conversation matters because it challenges one of education's most deeply held assumptions: that improvement comes through addition. Simon offers a different way of thinking. Through the concept of strategic subtraction, he invites us to consider how creating space, simplifying what no longer serves us and focusing on what matters most can lead to greater impact, healthier school cultures and a more sustainable future for the people who work in them.
You can quote us on that…
"I care, I'm incredibly capable, so I strategically subtract."
Dr Simon Breakspear
"The first thing you lose when you're absolutely exhausted is the ability to prioritize."prioritise
Dr Simon Breakspear
Contact
Dr Simon Breakspear Website| LinkedIn |Books
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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.
