Overview: I'm not a big fan of "trauma-informed" as a way to describe these intentions and techniques. My tips are more than "trauma-informed"; they are "empower-focused". Every student, regardless of their mental health, can benefit from these practices. These are not tips to assuage trauma and triggers, but rather a way to build resilience and self-advocacy. If you are not a teacher, you can still incorporate these tips into your own practice and any class you attend.
Disclaimer: This is how I teach. It is constantly evolving as I evolve as a teacher and as new discoveries are found in psychophysiology. There are many ways to teach in a trauma-informed way. I’m simply sharing what I do.
Being a trauma-informed teacher benefits every student. Those who are actively working through trauma will feel safe and supported, and those with unseen/unknown injuries or physical differences as well as those who are just having a bad day also benefit. Teaching in a trauma-informed way empowers all students.
Trauma-informed practices are rooted in empathy for and understanding of the infinite amount of human experiences.
Why isn't yoga inherently trauma-informed?
For many students, especially beginners, there is a power-dynamic between themselves and the teacher. Students feel compelled to listen and follow every word of the teacher, even if their instructions don’t feel good to the student physically or mentally.
Yoga is sometimes taught in a militaristic way meaning students are expected (or students assume) that they all need to do the same exact poses in the same way at the same pace. This leads to students not listening to the needs of their body. Instead of focusing in as yoga intends, they are focused outside of themselves as they try to keep up with the pace and as they compare themselves to the students next to them.
Fundamentals of trauma-informed classes
CHOICE
In my opinion, the most important part of teaching in a trauma-informed way (and easiest from a teaching perspective) is to let your students know they have choice. Yoga is intricately intertwined with the individual body and mind. As I often say at the start of my classes, “I know what these poses feel like in my body. I don’t know what they feel like in your body. If a pose doesn’t feel good for any reason, you don’t have to do it. Do any stretch that feels good to you or rest and join us when you’re ready.”
Assuring students they have choice is incredibly important. There are so many kinds of traumas and endless potential triggers. Even within the individual, there are variations. One day they might be more resilient to a trigger but the very next day they could be extremely sensitive to that same trigger.
At the end of the day, you can’t avoid every potential trigger. Making sure students are empowered to take care of themselves is the greatest way to take care of your students.
POSE VARIATIONS
Sometimes a student needs to opt out of a pose. Sometimes what they really need is a different variation.
Encourage students to explore different variations. In downward dog, for example, encourage them to move through straight(er) legs, slight bend in knees, deep bend in knees, heels reaching for the ground, heels up, on tippy-toes. Straighter legs target the hamstrings and calves more, while bent legs target the back and shoulders. These are very different areas of the body and depending on the day, one might want to focus on one more than the other. Maybe they settle on one variation or maybe it’s dynamic movement. Encourage them to explore.
This exploration is beneficial for three main reasons.
Listening to their body. As one moves through different variations of a pose, they are receiving input from their body: their muscles, joints, and bones, about which kinds of stretches feel better than others. By focusing on this feedback, students are guided in, becoming mindful of their inner workings. They are less likely to compare themselves to others after they have decided what works for them. A thought (usually subconscious) like: “this foot placement feels better on my hip than the other way. I don’t really care where my neighbor’s foot is because this one feels good to me. I’m happy here in this stretch.”
They are in control. Offering variations and encouraging the students to find what works for them is a small addition we can add to our classes to help students feel safe. I think of my role as a yoga teacher as traffic and direction signs on the sides of highways. The student is driving the car. It’s their journey, in their body, with their brain. We, as teachers, are guides, not drill sergeants. We don't hold our knowledge over them but educate them so they can make the correct decisions for their bodies.
Practice honoring differences. Unfortunately, as with everything we humans do, yoga classes are often filled with comparison. Whether that’s the beginner or less flexible person feeling deflated as they practice next to the guy tying himself in knots or the guy tying himself in knots getting an ego boost as the newbies gawk at him with envy, yoga classes can often become their antithesis. By encouraging students to explore variations, we send the message that differences are beautiful. Differences are inherent to existence.
All bodies are different. We have different needs. Even within oneself this is true. Some days I need a more intense stretch and some days, I need less. When students are certain of this truth within their own bodies, they are more likely to extend it to others.
MODELING
It’s important to model the behavior both physically (explore the variations yourself) and mentally. This means model the thought pattern of listening to your body. To do this, I often offer a more intense variation, model trying it out, and choose not to take it. For downward dog, I might say, “My hamstrings are tight today, so I’m not going to straighten them too much. A slight bend in my knees feels best for me right now.” Or in eagle arms, instruct how to cross at elbows and wrists, then choose to keep hands on opposite shoulders. If you, as the teacher, are taking the "full expression" students might assume they need to do the same or compare and feel a lack because they're unable to do the "full expression". I frequently say, "What feels good to you right now? Try a few different movements, and settle on what feels good."
What I need is different than what you need. What I need right now is different than what I might need later.
As yoga teachers, it's important to stay aware of the power dynamic between us and our students. We might feel like there's not much of a power dynamic, especially if you're a new teacher, but students don't usually see it that way. It's our responsibility to address this and build our classes in a way that empowers students. Giving students choice and pose variations and modeling behavior will help build their self-advocacy and ease the power dynamic. Becoming more in tune with one's physical needs is the first step to listening to the deeper needs of the mind, psyche, and spirit. We will pick up there in the next post.
Lokah Samastah Sukhino Bhavantu
May all beings everywhere be happy and free. May the thoughts, words, and actions of my own life contribute in some way to the happiness of and freedom for all.
With gratitude,
Rebekah
Comments