Slow Down to Go Faster: Why Schools Should Reclaim the Long Day

In many areas of life, the principle of “slowing down to go faster” is well understood. Leaders who take time for deliberate decision-making outperform those who rush into action. Companies that encourage workers to take regular breaks see improved productivity and creativity. Even traffic engineers know that slower, more regulated driving can reduce congestion and shorten overall travel times.

So why is it that in schools – the very places where we nurture the future of our society – this principle has been turned on its head? Instead of embracing the power of purposeful pacing, we’ve compressed the school day into the smallest possible window, leaving pupils and teachers breathless and exhausted.

It’s time to reclaim the long school day – not to cram in more lessons, but to restore breaks, foster collaboration, and give everyone – teachers and pupils alike – the time they need to thrive.

Slowing Down in Other Fields

In leadership, we see how slowing down can paradoxically speed things up. Research from McKinsey & Company shows that teams who pause for deep discussions and alignment often achieve their goals more quickly than those who barrel forward without reflection. Similarly, psychologists emphasise the value of “slow thinking” – deliberative reasoning that leads to more accurate and effective outcomes (McKinsey, 2019).

The same holds true in systems dynamics. A famous traffic study demonstrated that when cars move more slowly and predictably, overall flow improves, reducing congestion (ArXiv, 2015). This counterintuitive phenomenon, often referred to as “slower is faster,” reminds us that haste often creates bottlenecks, inefficiencies, and errors.

These examples share a common theme: taking time to pause, reflect, and collaborate is not wasted effort. It’s an investment that pays dividends in efficiency and outcomes. Why should education be any different?

The Short Day: What We’ve Lost

When I began teaching many years ago, the school day was structured very differently. Lunch breaks lasted a full 90 minutes, and there was ample time for morning and afternoon breaks. This was not wasted time. For teachers, it was a chance to connect, collaborate, and collectively plan lessons. I remember spending long, enjoyable lunches with my mathematics department, discussing our work, sharing ideas, and solving problems together. Nobody had to plan lessons in isolation, and the collective wisdom of the group lightened everyone’s load.

Today’s compressed school day leaves little room for such collaboration. Teachers are left to plan their lessons alone, often reinventing the wheel or working late into the evening to meet demands. The loss of shared time has increased workloads and reduced the quality of teaching – a lose-lose situation for teachers and pupils alike. Research shows that excessive workloads and insufficient planning time are major contributors to teacher burnout and attrition (Jerrim et al., 2020).

When I started as a teacher, although our workday was longer, none of us worked beyond the school day – there was no evening planning or weekend marking. I think we must once again make this the norm for teachers and get out of the trap we have fallen into that sees teachers across the country working late into the night creating resources that have already been created by a million teachers before. Work should end at the school gates.

For pupils, the losses are just as stark. Break times have been shortened or eliminated, often justified by the idea that less unstructured time means less bullying. But the evidence doesn’t support this. In fact, unstructured play without adult intervention is crucial for developing self-regulation – a skill that underpins emotional resilience and happiness in adulthood (Pellegrini & Bohn, 2005).

Another casualty of the shortened day is the disappearance of extra-curricular clubs and societies. Once the lifeblood of school culture, these activities have been squeezed out, depriving pupils of opportunities to explore their passions, develop leadership skills, and form lasting friendships.

Pupil Behaviour and the Compressed Day

One often-overlooked consequence of the compressed school day is its impact on pupil behaviour. When pupils have little time during the day to engage in physical activity, socialise, or simply be themselves, frustration builds. This frustration often manifests in the classroom, where pupils are expected to sit still, concentrate, and engage – tasks that are far more difficult when their basic social and physical needs have been neglected.

A slower, more balanced school day would transform this dynamic. With ample breaks and time to socialise during a 90-minute lunch, pupils could channel their energy into unstructured play and conversations with friends. These moments of freedom would allow them to express their social selves outside of the classroom, enabling them to return to lessons more focused, calm, and ready to learn.

Research consistently supports this approach. Unstructured play during recess has been shown to improve attention and reduce fidgetiness in children (Pellegrini & Bohn, 2005). Similarly, incorporating physical activity into the school day enhances behavioural engagement, particularly for pupils with learning and behavioural difficulties (Mulrine et al., 2017). A systematic review of “loose parts play,” where children engage in unstructured, child-led activities, highlights its cognitive, social, and emotional benefits (Houser et al., 2017).

Beyond behavioural improvements, these practices also support academic outcomes. Giving space in the school day for physical activity has been linked to enhanced cognitive function and better performance in lessons (Watson et al., 2019). By meeting pupils’ needs for movement and socialisation, we create the conditions for better focus and greater productivity in the classroom.

A restructured school day that prioritises breaks and physical activity isn’t just about better behaviour – it’s about setting pupils up for success in every area of their education.

Supporting the Teaching Workforce

A large proportion of the teaching workforce leaves the profession long before reaching retirement age. This exodus, often attributed to stress and burnout, represents a serious challenge for schools and society. One significant contributor to this attrition is the relentlessness of the current school day. The pace leaves little room for teachers to pause, recharge, or attend to their own well-being.

Research consistently highlights excessive working hours and heavy workloads as key drivers of teacher attrition (Jerrim et al., 2020). The pressure of managing back-to-back lessons, administrative duties, and marking often leaves teachers with little time to stop and decompress, leading to high levels of work-related stress and ultimately driving many out of the profession.

A slower, more balanced school day – with regular breaks and proper time to eat and drink healthily – could alleviate some of these pressures. Studies show that taking short breaks throughout the working day helps reduce or prevent stress, maintain performance, and decrease the need for a long recovery period after work (Wellbeing Thesis, n.d.). Regular breaks not only enhance well-being but also boost productivity, making it easier for educators to sustain long-term careers in teaching.

Older teachers, in particular, would benefit enormously from these changes. With more time to pause, reflect, and prepare, they could sustain their energy and focus throughout the day, improving both their quality of life and their effectiveness in the classroom. A school day that supports teachers’ well-being isn’t just about retaining older staff – it’s about ensuring that all teachers can thrive in their roles and provide the best possible education for their pupils.

A Vision for the School Day

To illustrate how this approach could work in practice, here’s an example of a restructured school day that balances focused learning, rest, and socialisation:

·      8:30-8:50: Tutor time / school assembly

·      8:50-9:00: Movement

·      9:00-10:00: Lesson 1

·      10:00-10:10: Movement

·      10:10-11:10: Lesson 2

·      11:10-11:40: Break

·      11:40-12:50: Lesson 3

·      12:50-14:20: Lunch

·      14:20-14:30: Tutor time

·      14:30-15:30: Lesson 4

·      15:30-16:00: Break

·      16:00-17:00: Lesson 5

This schedule provides structured time for learning while emphasising the importance of breaks and transitions. The 90-minute lunch period allows for proper meals, social interaction, and extracurricular activities, while morning and afternoon breaks ensure time to recharge.

The Wider Impact on Society

A longer school day would ripple far beyond the school gates. For parents, it would be transformative. With children in school until later in the afternoon, parents would have greater flexibility in their own careers. Many who currently juggle part-time work or drop out of the workforce altogether to manage school pick-ups could pursue full-time roles, advancing their careers and contributing to their household income. This shift could also address wider societal issues, such as sex disparities in employment, by providing working parents with more opportunities.

Employers, too, would benefit from a more stable and available workforce. The predictable rhythm of a longer school day could align better with the demands of the modern workplace, creating a win-win situation for families and businesses alike.

Addressing Common Concerns

While I find this vision compelling, I recognise that it challenges many assumptions about how schools should operate and will take time now to address some common objections:

1.        “Teachers are already overworked. Extending their day will increase burnout.”

This is a valid concern, but a longer day does not mean more work – it means restructuring the workday to include time for planning, collaboration, and reflection. By eliminating the expectation of evening and weekend work, this approach would reduce teacher burnout and restore work-life balance.

2.        “Children already spend too much time in school.”

The longer day wouldn’t mean cramming in more lessons. It would include ample breaks, unstructured playtime, and extracurricular activities, creating a more balanced and enriching experience for pupils.

3.        “Families will have less quality time together.”

The current structure often forces parents to spend time managing homework or organising extracurricular activities after school, which can feel more like work than quality time. A longer, more holistic school day could include time for these activities, freeing up evenings for genuine family connection and relaxation.

4.        “This will increase costs for schools.”

It’s understandable that the prospect of a longer school day might raise concerns about costs. Extending hours could mean increased spending on staff salaries, utilities, and resources, especially in the short term. However, the long-term benefits of a restructured school day far outweigh these initial expenses, and there are ways to mitigate costs effectively.

Firstly, improved teacher retention could lead to significant savings. High attrition rates are costly for schools, requiring substantial resources for recruitment, training, and onboarding new teachers. By reducing burnout and creating a more sustainable work environment, a longer, more balanced school day could help keep experienced teachers in the profession, saving money over time (Jerrim et al., 2020).

Secondly, better student outcomes could reduce the need for costly interventions. Research shows that breaks, physical activity, and unstructured play lead to better behavior and academic performance (Pellegrini & Bohn, 2005, Watson et al., 2019). This means fewer disruptions, less need for behavior management resources, and improved overall efficiency in the classroom.

Finally, creative funding solutions and partnerships could help offset additional costs. For example:

·      Community Partnerships: Schools could collaborate with local businesses or organizations to sponsor extracurricular programs or provide resources for after-school activities.

·      Reallocation of Resources: Funds currently spent on remediation, recruitment, or short-term fixes for systemic issues could be redirected toward implementing a longer day.

·      Government Support: Policymakers could prioritize funding for pilot programs, particularly in areas where teacher burnout or student outcomes are a critical concern.

This is not just an investment in schools—it’s an investment in society. A more balanced school day supports teachers, enhances student well-being and performance, and allows families greater flexibility. The benefits ripple outward, creating a stronger, more resilient educational ecosystem and workforce. It’s a cost worth embracing for the profound long-term gains it promises.

5.        “Bullying might increase during unstructured time.”

Unstructured time is essential for developing self-regulation and social skills. Schools can support this with light adult supervision and social-emotional learning programs, helping pupils navigate conflicts constructively.

6.        “It’s too radical a shift for the current system.”

Change can be introduced incrementally. Piloting longer breaks or extended lunches in a few schools would provide valuable insights and pave the way for broader implementation.

7.        “Parents won’t like their children spending more time in school.”

Many parents struggle to balance their work schedules with school pick-ups. A longer school day provides greater flexibility, particularly for working families, and aligns more closely with modern workplace demands.

8.        “Older pupils need after-school time for work or activities.”

A restructured school day could incorporate time for internships, skill-building, or enrichment programs, ensuring that older pupils still have access to these opportunities within school hours.

9.        “Extra-curriculars can happen after school.”

Integrating clubs and societies into the school day ensures that all pupils, regardless of transportation or parental support, have equal access to these vital activities.

10.  “This goes against global trends in education.”

High-performing countries often balance shorter days with substantial breaks and unstructured time. The aim here is not to cram more into the day but to create a balanced structure that enhances learning and well-being.

Slowing Down to Accelerate Learning

By slowing down the school day, we can actually speed up learning. A less frenetic pace would allow pupils to focus more deeply, teachers to teach more effectively, and schools to become communities where everyone feels supported and energised.

The principle of “slow down to go faster” has worked in leadership, systems dynamics, and even traffic engineering. It’s time we applied it to education – not just for better learning, but for the well-being of everyone touched by the school system.

Let’s reclaim the long school day – not as a burden, but as an opportunity to create schools that truly work for everyone.