The School of Wellbeing with Meg Durham

"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
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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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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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

"It's definitely not a destination. It's a journey." - Megan Corcoran
Who supports the people who support everyone else?
Meg Durham speaks with educator, former school leader and trauma-informed education specialist Megan Corcoran about her new book, Beyond Survival Mode: Thriving as a Trauma-Informed Professional.
Together, they explore what survival mode really is, what it means to be a trauma-informed educator, and why sustainable trauma-informed practice starts with caring for the adults doing the supporting.
Megan shares practical strategies to help educators stay connected to students without carrying responsibility for fixing everything, understand their nervous system, recognise their own limits and prevent teacher burnout.
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In this episode, you'll learn:
What survival mode is and why it is so common in schools
What it means to be a trauma-informed educator
Common misunderstandings about trauma-informed education
How to support students without carrying responsibility for fixing everything
Practical strategies to prevent teacher burnout
The role of the nervous system in educator wellbeing
How to create trauma-informed schools that support both students and staff
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Chapter Markers:
00:00 Welcome
01:06 Why Megan wrote Beyond Survival Mode
04:11 Understanding survival mode
06:37 What it really means to be trauma-informed
13:10 Common misconceptions about trauma-informed education
22:08 Caring deeply without carrying everything
29:15 Recognising your own limits
36:18 Understanding your nervous system
41:30 Creating schools that care for students and staff
43:47 Unconditional positive regard
46:06 Final thoughts
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Reflection prompts:
I have started to notice…
I know I'm moving into survival mode when…
One belief about caring for others I'm ready to let go of is…
I give myself permission to...
A deliberate action I'll take this week is…
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Episode 168 Shownotes - Click here
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Megan Corcoran  Website | LinkedIn | Instagram
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is survival mode?
Survival mode is a state where your brain and body become focused on getting through the day rather than thinking creatively, planning ahead or responding calmly. When we experience ongoing stress, emotional demands or trauma exposure, our nervous system prioritises safety and protection. This can leave educators feeling overwhelmed, emotionally exhausted and stuck in a cycle of simply coping rather than thriving.
In this episode, educator and trauma-informed specialist Megan Corcoran explains why survival mode is common in schools and why recognising it is the first step towards sustainable wellbeing. We discuss how understanding survival mode can help teachers, school leaders and education support staff care for themselves while continuing to provide high quality support for students.

What does it mean to be trauma-informed?
Being trauma-informed means recognising that trauma and adversity can influence behaviour, learning, relationships and wellbeing. Rather than asking, "What's wrong with this student?", trauma-informed educators learn to ask, "What might this student need?" They create learning environments that foster safety, connection, predictability and belonging while reducing the risk of causing further harm.
In this conversation, Megan Corcoran shares why trauma-informed education is much more than understanding students. It also involves understanding ourselves, our colleagues and the impact emotionally demanding work can have on educators. Trauma-informed practice is an ongoing process of learning, reflecting and adapting rather than a destination or a one-off professional learning session.
How can educators support others without burning out?
Preventing teacher burnout begins with recognising that caring for others does not mean carrying responsibility for everything. Sustainable wellbeing for educators comes from understanding our nervous system, recognising our limits, setting healthy boundaries and knowing when to ask for support. Supporting students is a shared responsibility across families, colleagues, leaders and the wider community.
In this episode, Megan introduces the powerful idea that education is a relay rather than a marathon. We each carry the baton for our part of the journey before passing it on to others. This shift in mindset helps educators, school leaders and helping professionals continue making a meaningful difference without sacrificing their own wellbeing.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“What we carry each day might not change, but the way we carry it can.” - Dr Libby (PhD)
What are you carrying that no one else can see?
In this episode of The School of Wellbeing podcast, Meg Durham is joined by Dr Libby (PhD) to explore The Invisible Load: A Guide to Overcoming Stress and Overwhelm.
Together, they unpack the hidden weight many people carry each day. The thoughts, responsibilities, expectations and emotional load that often go unseen but have a significant impact on energy, wellbeing and how people show up.
They explore why stress is not just about what is happening externally, but how it is interpreted and responded to. The conversation highlights the pressure many feel to be seen as capable, kind and responsible, and how this can quietly add to the load they carry. Dr Libby also shares practical ways to begin to lighten that load through awareness, small shifts and self-understanding.
This conversation will feel close to home for many people working in education because so much of the role is invisible. The emotional labour, the decision making and the constant care for others.
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Chapter Markers:
00:00 What is the invisible load?
04:30 Why we create stress and how perception shapes our experience
10:00 The pressure to be seen as capable, kind and responsible
18:00 Why we say yes when we mean no
25:00 The invisible load in the body, energy and nutrition
33:00 Forward words and hidden expectations
41:00 Lightening the load and shifting how we carry it
48:00 What changes when the load feels lighter
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Reflection Prompts:
I am doing my best to juggle…
One invisible rule I am living by is…
I will give myself permission to...
Right now, I need…
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Episode 167 Shownotes - Click here
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Dr Libby - Website | LinkedIn | Book | Instagram
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What invisible load do educators carry?
The invisible load educators carry is the mental, emotional and physical weight that sits behind the visible work of teaching. It includes the constant thinking, planning, anticipating and decision making, alongside the emotional labour of supporting students, managing behaviour, communicating with families and caring deeply about outcomes.
It also includes what happens beneath the surface. The pressure to be seen as capable and in control, the responsibility of holding multiple needs at once, and the quiet worries that follow educators beyond the classroom. For many, it is not just the workload, but the ongoing sense of responsibility and care that makes the load feel heavy.
What makes this load particularly significant is that much of it goes unseen and unspoken, yet it shapes energy, wellbeing and how educators show up each day.
Why do educators feel overwhelmed even when things look manageable?
Overwhelm in education is not just about what is happening in the classroom, but how it is being carried internally. Educators are constantly thinking ahead, making decisions, managing behaviour and holding the needs of many students at once. Even on days that look “fine” from the outside, there is often a significant mental and emotional load running in the background.
There is also an added layer of internal pressure. The desire to be seen as capable, caring and in control, to meet expectations, and to not let others down. Over time, this can keep educators in a heightened state of stress, where the body and mind rarely get the chance to fully switch off, even when there is no immediate crisis.
How can educators start to lighten the invisible load?
For educators, lightening the invisible load begins with noticing what is being carried beyond the visible work. The thinking after hours, the emotional weight of student needs, the pressure to respond, prepare and stay on top of everything. Simply naming this can be a powerful first step.
From there, it’s about small, realistic shifts within the school day. This might look like taking time to eat lunch, setting limits around what is taken home, or pausing before saying yes to one more request. It can also involve questioning the internal pressure to be everything for everyone and recognising that capacity is not unlimited.
Often, it’s not about doing less, but about carrying the work differently. Bringing awareness to what is yours to hold, what can be shared, and where you can better support your own energy so you can continue to show up in a sustainable way.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“When we skip the thinking, we often create more work for ourselves.” Janine Stratford
When was the last time you gave yourself time to think?
In this episode, Meg Durham sits down with Janine Stratford, author of Leading for Tomorrow, Today: School Leadership with Purpose, Alignment and Lasting Impact, to explore the role of strategic thinking in the day-to-day reality of school life.
This conversation moves beyond strategic plans and leadership meetings, focusing instead on the ability of individual educators to think strategically within the pace and pressure of everyday school environments.
Together, they unpack the difference between fast, reactive thinking and slower, more considered thinking, and why the pressure to respond quickly can often lead to rework, frustration and unnecessary emotional load.
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Chapter Markers:
00:00 Introduction
02:00 What sparked Janine’s work in strategic thinking
05:00 The cost of quick decision-making
07:00 What strategic thinking actually is
10:00 Common myths about strategic thinking
14:00 The benefits of thinking strategically
21:00 Why leaders struggle to step back
26:00 Creating space for strategic thinking
36:00 What to do in your 20-minute thinking block
42:00 Final reflections
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Reflection Prompts:
I notice that I tend to rush decisions when…
One area of my work that could benefit from more strategic thinking is…
If I created 20 minutes to think this week, I would focus on…
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Episode 166 Shownotes - Click here
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Janine Stratford - Website | LinkedIn | Book | Facebook
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is strategic thinking in schools?
Strategic thinking in schools is the ability for educators and leaders to step back from the day-to-day demands of teaching and leadership to gain perspective, identify priorities and make intentional decisions. It involves moving beyond reactive problem-solving and instead focusing on what will have the greatest long-term impact on students, staff and school culture. Importantly, strategic thinking is not limited to senior leadership or school planning processes. It is an everyday skill that individual educators can use to improve their practice, refine systems and make more purposeful choices in how they use their time and energy.

Why is strategic thinking important for educators?
Strategic thinking is essential for educators because it helps reduce overwhelm, improve decision-making and create greater clarity in a complex and fast-paced work environment. Without strategic thinking, educators can become stuck in reactive mode, constantly responding to immediate needs, which often leads to rework, inefficiency and increased emotional load. By thinking strategically, educators can prioritise what matters most, align their actions with their goals and use their time more effectively. This not only improves outcomes for students and teams but also supports teacher wellbeing by protecting time, energy and focus.

How can teachers and school leaders think more strategically?
Teachers and school leaders can develop strategic thinking by intentionally creating small, protected pockets of time to step away from the busyness of the school day and reflect on their work. This might involve setting aside 20 minutes to focus on one specific area for improvement, such as a classroom routine, communication process or team practice. During this time, the goal is to analyse what is working, identify what is not and consider more effective approaches. Over time, consistently engaging in this kind of focused thinking helps build clarity, strengthen decision-making and create more aligned and purposeful ways of working. Strategic thinking is less about large-scale planning and more about making small, deliberate adjustments that lead to meaningful change.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“We’re all in the same storm, just in different boats.” Daniela Falecki
So much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.
In this conversation, Meg Durham and Daniela Falecki explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.
Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.
This isn’t a conversation about doing more.
It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.
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Chapter Markers:
00:00 Welcome
02:00 Where staff wellbeing began
05:30 Why this didn’t start with COVID
08:00 Misunderstandings about staff wellbeing
12:30 The shift in how we think about it
20:00 The me, the we and the us
27:00 Why feeling valued matters
34:00 What actually helps
40:00 Systems, language and clarity
48:00 Final reflections
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Reflection Prompts:
I’m beginning to see…
One conversation I could approach differently is…
A deliberate action I can take is...
I will give permission for others to...
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Episode 166 Shownotes - Click here
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Daniela Falecki - Website | LinkedIn | Instagram | Facebook
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is staff wellbeing in schools and why does it matter?
Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.
Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?
Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.
What are the most effective ways to improve staff wellbeing in schools?
The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **