In the tradition of educational innovation, when we create something we like, we try to take it to scale. But schools that take thriving as a core purpose all have distinct purposes and approaches. Their approaches are embedded in a context, responding to local narratives, needs and resources. There is no way, therefore, to 'scale' thriving. Regardless, scaling in educating has mostly been unsuccessful. Instead we can focus on how to grow and spread the diversee narratives, logics and practices that promote thriving. This starts wih removing inhibitors, including our tendency to confuse measurable outputs of education with the outcomes we desire; the excessive scrutiny of some accountabilitty and monitoring sysems; and the lack of resources available in underfunded or inequitable systems. Then we can focus on conditions for growth: framing our purposes in design principles that support and direct decision-making; creating supportive newtorks of professionals and other partners; and developing a social movement for change. Thriving – at all levels – will become a purpose of school when more of us speak out openly to affirm that it should be.