Schools

"The teacher-pupil relationship is the prototype of all later relationships in which one person helps another to grow."
John Bowlby, founder of attachment theory

The wellbeing of a school begins with its teachers.

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My work in schools is grounded in the belief that every teacher and every child, regardless of background, ability or circumstance, can be supported by mindfulness practices.  These practices help them understand the nature of the mind, the language of the body and the connection with heart.  These understandings connect them deeply to themselves, giving them tools to rest in the present, to cultivate clear seeing, self-compassion, and consequently, healthy relationships with themselves and the world around them.

Educators carry so much academic responsibility, emotional labour, pastoral care and the quiet, daily task of holding space for countless young lives. I have great reverence for the work of teachers. As Bowlby and other child development specialists have long recognised, the adult’s presence is foundational: the teacher is not only an educator but a model of safety, attunement, and emotional regulation. From this relational field, everything else flows.

And yet, in the relentless rhythm of the school day, teachers are often left with little time to tend to their own nervous systems, to turn inwardly or to find the spaciousness needed for genuine self-care.

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My work offers an understanding of how to cultivate this awareness, how to grow inner spaciousness even in the midst of noise and urgency, and how to tend to oneself with kindness amid the chaos of daily school life.

From this place of steadiness, compassion and embodied awareness, we can meet the complexities of school life with more grace, patience and clarity.

Over the years, I’ve brought mindfulness and heartfulness practices into a variety of educational settings.  These have ranged from mainstream schools to homeschooling communities, from non-profit projects with teachers, social workers and marginalised children to individuals needing more focused work at a 1-2-1 level.

My sessions

I offer group sessions, whole-staff training and 1-2-1 training tailored to the needs of each school community. Sessions are experiential, spacious and rooted in practice.

They may include:

Restoring presence: reconnecting with breath, body, and moment-to-moment awareness.

Self-regulation through the nervous system: understanding stress physiology and simple ways to ground, soothe and steady.

Somatic awareness and embodied mindfulness: cultivating inner spaciousness and listening to the body’s signals.

Heartfulness and self-compassion: learning to meet oneself with the same kindness we extend to others.

Creating inner pauses: weaving short, meaningful moments of mindfulness into the rhythms of the day.

Relational presence: how mindfulness transforms the way we listen, speak and hold space in the classroom.

Inner boundaries and resilience: how to remain open-hearted without becoming overwhelmed.

Modelling mindfulness to children: not through performance, but through authenticity, tone and nervous system regulation.

Register your interest
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The foundation

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Each session weaves together practice, reflection, and quiet dialogue. The aim is not to ‘train’ teachers in mindfulness techniques, but to support the conditions where awareness, compassion and a felt sense of self-trust can naturally grow.

This work is not an ‘extra’, it’s a foundation. When teachers are resourced, centred and connected to themselves, they bring that same quality of presence to their students. A calm nervous system can regulate a room. A mindful teacher can model emotional literacy far beyond what a curriculum alone can offer.

In this way, mindfulness becomes a quiet revolution within schools.  It is not a programme to simply tick off, but a lived culture of awareness, care, and relational depth beginning with the adults who guide the children.

For research on mindfulness for teachers please see links here:

Mindfulness in Schools Project teacher research highlights the impact of mindfulness training on teacher wellbeing and classroom dynamics.

Contact me