The Hamster Wheel: Why We Need to Slow Down

Why Slowing Down Might Be the Key to Better Education

If you’ve just watched the video above, you probably had a good laugh at the sight of those three hamsters trying to navigate a spinning wheel. But this video isn’t just about a funny meme of little rodents. Right now, it’s a pretty good analogy for how many educators in Aotearoa feel about the state of the education system.

We’re on that wheel, trying to keep things steady, but more and more keeps getting thrown at us, making it harder to hold on. The wheel keeps spinning, faster and faster, and the chaos just won’t stop.

It’s funny, but also a little too relatable, isn’t it?

What if We Don’t… Keep Running?

Imagine if the hamsters could step back and stop the wheel. They’d catch their breath, steady themselves, and perhaps, find a way to move forward without all the frantic scrambling.

We need a moment like that—a circuit breaker where we collectively say, "It’s okay to pause, to reflect, and to breathe." Right now, we’re being asked to implement two new curriculum frameworks (literacy and numeracy) by early 2025. But how are we supposed to prepare when the finalised documents are still not available? Many educators set aside their September holiday to familiarise themselves with these new changes, only to find they were still in draft form. It feels like we’re running on a wheel that’s spinning out of control, with no chance to catch up.

It’s Okay to Slow Down for the Right Reasons

For many, there’s a concern that if we slow down, we risk consequences from agencies like ERO or the Ministry of Education. But let’s remember what the core of our role truly is: ensuring the health, wellbeing, and progression of our students. These are not just our moral obligations—they’re also enshrined in legislation.

Under Section 127 of the Education and Training Act 2020, schools are required to ensure that their teaching practices promote the holistic development of every student. This includes not just academic achievement but also their social, emotional, and physical wellbeing. If the current pace of change is impacting teacher wellbeing, it’s worth considering how this may, in turn, affect our students’ learning environments. After all, a stressed, stretched-thin teacher cannot provide the best care for their students.

Moreover, New Zealand is a signatory to the United Nations Sustainable Development Goals (SDGs), specifically Goal 4, which calls for inclusive and equitable quality education for all. This goal emphasises the importance of quality teaching, appropriate learning environments, and the wellbeing of educators as key components of a successful education system. Rushing through curriculum changes without the necessary support and preparation contradicts the principles of quality and inclusivity.

New Zealand is also committed to the United Nations Convention on the Rights of the Child (CRC), which asserts every child's right to an education that promotes their full development. According to Article 29 of the CRC, education must be directed to the development of the child's personality, talents, and abilities to their fullest potential. A chaotic, rushed implementation process undermines this principle, as it does not allow educators the space to truly nurture and develop each child’s unique needs.

These commitments underscore that our obligation is not just to comply with policy directives but to ensure that the education we provide aligns with the highest standards of care, quality, and child-centred practice.

Lessons from Leading Education Systems

Countries like Singapore and Finland have long understood that quality education takes time to build. Singapore, for instance, introduces new curricula gradually—starting with Primary 1 in the first year, then adding one level each subsequent year. This phased approach allows educators and students to adapt gradually, ensuring the new curriculum is embedded effectively without overwhelming anyone.

In Finland, their latest curriculum refresh was prepared over two years with extensive consultation. Teachers were actively involved from the start, and the roll-out was gradual, one year group at a time. This thoughtful, measured approach allowed everyone to feel confident and prepared, creating a smoother transition. Finland and Singapore don’t rush because they know that real, lasting change takes time. They prioritise quality, preparation, and teacher wellbeing—values that contribute to their global educational success.

These countries also empower their school leaders and educators to make decisions that reflect their students' needs. We have the same opportunity here in Aotearoa.

Empowering School Leaders to Make the Best Decisions

We know it’s not easy. Schools face enormous pressures to comply with external requirements, but let’s not forget that these agencies also want what’s best for our students. By advocating for realistic, thoughtful timelines, we’re not rejecting progress—we’re ensuring that it’s done well. We can start by acknowledging that pushing for sustainable, paced change isn’t about saying "no"; it’s about saying "yes" to quality, wellbeing, and long-term success.

If we approach this with clear, compassionate communication, agencies like the Ministry of Education can be partners in this journey. It’s about demonstrating that taking time to do this properly is in everyone’s best interest—especially our students’. Remember, Section 5 of the Education and Training Act 2020 speaks to the promotion of the best outcomes for students, which should guide all educational decision-making. School leaders have the responsibility and the right to advocate for what’s best for their communities, even if it means requesting a slower, more deliberate approach to change.

What if We Don’t… Accept Unsustainable Workloads?

Teachers have been balancing lesson planning, assessments, extracurricular activities, family engagement, and a growing list of administrative tasks. Adding rushed curriculum changes on top of this can lead to burnout, which helps no one—not teachers, not students, and not the wider community.

What if We Don’t… Say Yes to Everything?

It’s okay to say no. In fact, sometimes it’s necessary. Schools should feel empowered to advocate for more thoughtful timelines and to push back against demands that compromise teacher wellbeing. This isn’t about defiance—it’s about protecting the quality of our education and the wellbeing of our teams. We can’t be at our best for our students if we’re running ourselves ragged.

The Wheel Doesn’t Stop Until We Decide to Get Off

The three hamsters didn’t ask for the wheel to spin out of control—they were just trying to navigate it. Similarly, educators didn’t create these overwhelming demands; we’re just trying to manage them. But if we’re serious about building world-leading education systems, we need leaders who will say, "Let’s take a moment to breathe. Let’s do this well, not just quickly."

Looking Ahead

To all the school leaders reading this, to every principal and educator feeling stretched thin: be the voice of calm and reason. Advocate for a thoughtful, phased roll-out of new initiatives. Collaborate with your teams and communities to find the best path forward, and remember that your primary obligation is to ensure a safe, supportive, and effective learning environment for your students. That means protecting your own wellbeing, too.

Because if we don’t… who will?

It’s time we all slow down, take a moment, and think about what would happen if we approached change with patience and care. Our students deserve thoughtful, high-quality education, and our teachers deserve the support they need to provide it. Let’s give ourselves permission to breathe, to think, and to advocate for what we know is right. After all, the wheel doesn’t have to keep spinning. We can choose a different path—one that leads to a stronger, more sustainable, and more compassionate education system for everyone.