My approach to training is rooted in the belief that learning should be spacious, accessible, and embodied. I move away from burnout culture, perfectionism, and performative mastery, and instead prioritize clarity over complexity, safety over speed, and understanding over memorization.
This training honours different bodies, brains, identities, and life circumstances by offering flexible pacing, multiple entry points, and real-world application. Curiosity is treated as a skill, not a gap. Questions, pauses, and exploration are essential parts of the learning process.
By weaving together philosophy, movement, breath, and lived experience, my approach supports teachers in developing practices that are responsive, responsible, and sustainable practices that grow alongside their lives, their communities, and their capacity.
