March 3, 2025 • 19 mins
You want to create a safe and inclusive space for everyone who walks into your classes. But when a student is dealing with an injury, it can feel overwhelming to know how to support them. Do you resort to telling them, “Do what feels right for you”? This is a valid suggestion to offer, but have you ever yearned to actually help them or address their needs in your class?
Questions like:
- How do I assess their needs?
- What questions should I ask? and
- How do I know when to refer them to a healthcare professional?
In this episode, I’ll share part of my framework for teaching students with injuries, from asking the right questions to offering modifications and knowing when to refer out. Whether you’re a new teacher or a seasoned one, this conversation will give you practical tools to confidently support your students.
Click HERE to send me a text & let me know your thoughts on this episode!
YouTube: Yoga with Monica Bright
Freebie: Yoga Sequencing for Different Injuries
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Today, we're diving into a topicthat is near and dear to my
heart, and we've discussed it onthe podcast before, but we're
going to go back into it againin this episode.
It is teaching students withinjuries.
I know that you want to create asafe and inclusive space for
(00:20):
everyone who walks into yourclasses, but when a student is
dealing with an injury, it canfeel overwhelming to know how to
support them.
So you resort to telling them,just do what feels right for
you, which is a valid suggestionto offer.
But have you ever yearned toactually help them or address
(00:41):
their needs in your class?
Have you asked yourselfquestions like, how do I assess
their needs?
What questions should I ask?
And how do I know when to referthem to a healthcare
professional?
In this episode, I'll share apart of my framework for
teaching students with injuriesfrom asking the right questions
(01:02):
to offering modifications andknowing when to refer.
Whether you're a new teacher ora seasoned one, this
conversation will give youpractical tools to confidently
support your students.
Welcome to the EssentialConversations for Yoga Teachers
podcast with me.
(01:22):
I'm Monica Bright, and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you're a yoga teacher, you'relooking for support.
You love to be in conversationand you're a lifelong student.
In this podcast, I'll share withyou.
(01:43):
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools,
strategies, and systems I use,and you can use so that your
business thrives.
We'll cover a diverse range oftopics that will help you
(02:03):
whether you're just starting outor you've got years under your
belt and you want to dive deepand set yourself up for success.
I'm so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
some laughs along the way.
Now, let's do this.
Together.
(02:26):
Welcome back to the podcast.
I'm Monica and I just returnedfrom hosting another
international yoga retreat andoh my God, retreats are one of
my favorite offerings.
Think about it a week away fromeveryday life, all your
responsibilities and time to beheld and taken care of by me.
(02:51):
It's just so nourishing.
And the feeling that retreatersleave with.
Can not be accomplished by justattending weekly yoga classes.
I've got upcoming retreatinformation coming soon.
So if you're interested,consider joining my email list.
The link is in the show notesbelow.
(03:11):
Okay, today we are diving into atopic that is so near and dear
to my heart.
It is teaching students withinjuries.
I know that you want to create asafe and inclusive space for
everyone who walks into yourclasses.
But when a student is dealingwith an injury, it can feel
(03:33):
overwhelming to know how to evenbegin to support them.
How do you even assess theirneeds?
What questions should you askthem and how do you know when
it's the right time to referthem to a healthcare
professional?
In this episode, I'll share partof my framework for teaching
(03:53):
students with injuries fromasking the right questions to
offering modifications andknowing when to refer out
Whether you're a new yogateacher or a seasoned one, this
conversation will give youpractical tools to confidently
support your students.
So let's get started.
(04:13):
First, let's talk about askingquestions.
Why do the questions you askyour students Asking the right
questions helps you understandthe student's injury, their pain
levels and their movementlimitations.
The first step in meeting andteaching a student with an
(04:34):
injury is to ask questions andnot just any questions, but
thoughtful, specific questionsthat help you understand their
unique situation.
Always start by asking, has yourinjury been diagnosed?
This is crucial because it tellsyou whether the student has seen
(04:55):
a healthcare professional andreceived guidance on what they
can and can't do.
If the injury hasn't beendiagnosed, that's a red flag,
and we'll talk more about thatlater.
But here are some key questionsto ask.
Always start with, has yourinjury been diagnosed?
(05:15):
This is information for you.
Yes, but it's information yourstudent needs instead of
guessing what's going on intheir body, knowing for sure
what the injury is will beextremely helpful in finding the
right treatments.
to recover from it.
For example, a torn rotator cuffis very different than bursitis
(05:40):
where one injury is tissuedamage and the other is bursa
inflammation.
Next, ask about their painlevels.
You can ask, what are your painlevels on a scale of one to 10.
I like to use a scale of 1 to 10with 1 being no pain and 10
being unbearable pain.
(06:02):
This gives you a sense of howmuch discomfort they're in and
whether they should even bepracticing yoga right now.
This is one measurement of pain,but there are so many different
ways to measure and understandtheir pain experience.
The scale of one to 10 iscommon, but you also have to be
(06:23):
mindful of their level of paintolerance as well.
A four for you might be an eightfor me.
It's important to ask whatmovements or positions make the
pain feel better or worse.
This helps you understand theirlimitations and what to avoid in
(06:44):
class.
For example, if a student saysforward folds aggravate their
lower back pain, you'll know tooffer alternatives.
You may feel comfortablealtering your sequence to
accommodate an injured student,but that comes as you teach more
and gain more and more knowledgeabout injuries.
(07:05):
If you're not comfortablechanging your sequence, then
tell your student that you'reworking on something specific in
class and that it might irritatetheir injury.
Then offer them something elseto do in the meantime.
Are there any specificlimitations or areas to avoid?
(07:26):
This is an especially goodquestion to ask, especially if
you're not familiar with theinjury that the student has.
Let them tell you what movementsbother them or that they don't
want to take.
This is an opportunity for youto learn.
So lean into asking more andmore.
questions.
(07:47):
Finally, ask them, what doesyour doctor or physical
therapist recommend?
This goes back to the firstquestion.
Have you been diagnosed?
This gives you insight into anyspecific guidelines or
restrictions they've been givenby a medical professional.
Again, another chance to learnmore about how they're coping
(08:09):
with their movement while beinginjured.
It's so important to practiceactive.
Listening and create a safespace for your students to
share.
Have you ever been in a classand the teacher stood at the
front of the room and askedeveryone at once if there was
(08:29):
anyone with injuries present andto share with them?
I have, and honestly, I wouldnever share my injuries with the
whole group for a number ofreasons.
So try to have as many one onone conversations with your
students as possible and letthem know that you're there to
(08:50):
support them, not judge them.
Next, you need to assess whetherthe class they showed up for is
appropriate.
Once you've asked yourquestions, the next step is to
assess whether this class is theright fit for the student.
Here are some factors toconsider.
the intensity and focus of theclass.
(09:13):
For example, power yoga versusrestorative yoga.
A power yoga class might not bethe best choice for someone
recovering from a knee injury ora shoulder injury while a gentle
or restorative class could beperfect.
Next is the student's painlevels and movement
(09:33):
capabilities.
If they're in a lot of pain orhave significant limitations,
they might benefit from privatesessions, slow moving classes,
and classes free from strictalignment rules.
Another factor is whether thestudent has medical clearance to
(09:54):
practice yoga.
So don't forget to ask them ifthey have clearance.
If they don't, or if theirinjury is severe, it might be
best to refer them to a doctoror a physical therapist before
they join a class.
Most people will not come toclasses with severe injuries,
but you always want to bemindful of what stage they're in
(10:17):
in their injury journey, fromacute, recovery, or chronic
stages, it's important to know.
Here are a few options you canoffer.
You could modify the class forthe student, make it less twisty
or slow the pace of the sequenceor make it a little bit more
(10:37):
gentle.
You can and should suggest adifferent class that's better
suited for their needs.
Or you could refer them to adoctor or a physical therapist
if the injury is severe.
severe or undiagnosed.
I've suggested all of thesedepending on the student, and
I'm confident in what I suggest.
(10:59):
Do remember that you can'tforce.
anyone to do anything, butyou're smart and the more you
educate yourself on injuries,the more your students will
trust what you have to suggest.
The number one goal is to meetthem where they are and help
them stay safe.
If a student does decide tostay, you need to create a safe
(11:22):
and supportive environment forthem.
So, set expectations.
Once you've determined that theclass is appropriate or that
they're going to stay, it's timeto create a safe and supportive
environment.
For them.
Let them know it's perfectlyfine to take breaks, to skip
poses, or to use props.
(11:43):
Encourage them to listen totheir own body and avoid pushing
into pain.
Talk about modifications andprops.
Start class by saying, we'regoing to use props in class
today.
For example, if a student hasknee pain, suggest a block.
under their hip in pigeon pose,along with a pose variation.
(12:07):
I like to teach prop use to theentire class instead of singling
students out.
If they have shoulder issues,offer alternatives for plank and
chaturanga.
Props like blocks.
Straps and bolsters can be gamechangers for students with
injuries.
Offer specific modifications forcommon injuries like knee,
(12:29):
shoulder, or back pain, as wellas demonstrating how props like
blocks, straps, and bolsters cansupport their practice You
should always be working oncueing mindfully.
So use inclusive language thatallows students to opt out or
modify without feeling singledout.
(12:51):
For example, instead of saying,if you have knee pain, do this.
You could say today, we're usinga block under your hip.
Or today, let's experiencesupine pigeon pose instead.
You can explain why a supinepigeon might feel better on
their knee because of the changein orientation of the pose with
(13:11):
gravity.
Remember to use inclusivelanguage.
That's going to allow studentsto opt out or modify Without
feeling singled out.
And offer alternatives.
for these poses that mightaggravate their injury if you're
not planning to teach the optionto the entire class.
The goal is to make your studentfeel supported and empowered to
(13:35):
practice in a way that works forthem.
Finally, sometimes you can'thelp your students, so you need
to know when to refer out.
So when should you refer out?
When your students haveundiagnosed pain or injuries,
severe or worsening pain duringmovement, or they don't have a
(13:57):
medical clearance for physicalactivity.
Sometimes, despite our bestefforts, a student's injury is
beyond our scope as a yogateacher.
That's when you know it's timeto refer out.
how can you refer out with graceand not alarm your student?
You can acknowledge the limitsof your expertise as a yoga
(14:21):
teacher.
You could say something like,I'm so glad you're here.
And I think it would be a goodidea for you to check in with a
doctor before continuing withyoga.
You could remind them thatyou're there to teach them yoga
or suggest that they consult adoctor, physical therapist, or
other health care professional,and reassure them that you're
(14:44):
here to support their healingjourney, but you think it would
be wise For them to see a doctoror a medical professional before
I finish, I'll leave you withsome practical tips to consider
teaching students with injuriescan feel daunting, but with the
right tools, it becomes muchmore manageable.
(15:05):
Here are some practical tipsthat will help you feel
confident and prepared.
First, build a toolkit.
Learn basic anatomy and commoninjuries and familiarize
yourself with modifications fordifferent injuries and keep
props on hand to support yourstudents.
Second, stay curious andcompassionate.
(15:28):
Every student and injury isunique.
Ask questions and adapt.
As needed, approach each studentwith empathy and a willingness
to learn.
Remember when you ask themquestions, you're learning too.
You could even say, I've neverheard of that.
Would you tell me more?
(15:49):
I've asked students to tell meabout their experience with the
injury, how it affects theirlife, including what they can
and can't do.
I ask about all of thisinformation and I love it
because I'm learning so muchmore in the process.
Finally, remember to keep upwith your continuing education.
Invest in taking workshops orcourses on yoga for injuries or
(16:14):
trauma informed teaching.
The more you learn, the betterequipped you'll be to support
your students.
I teach teachers all the timeabout injuries, pain, and the
nervous system, whether it's ina One on one setting or in a
group setting, I have optionsfor you.
Remember, you don't have to haveall the answers.
(16:35):
What matters is that youapproach each student with
empathy and a willingness tolearn.
Teaching students with injuriesis both challenging and it's an
opportunity.
It challenges you to thinkcreatively, communicate clearly,
and stay grounded in your roleas teachers of movement and
(16:57):
awareness.
It's also an opportunity todeepen your understanding of the
human body, build trust withyour students, and create a
truly inclusive space.
So the next time a student withan injury walks into your class,
Take a deep breath, ask theright questions and trust in
(17:17):
your ability to support them.
You've got this.
If you can't tell already, thisis one of the subjects that
lights me up and I want allteachers of movement to
understand how a workingknowledge of the human body
affects your teaching.
I don't think we talk about theimportance of injury awareness
and education enough.
(17:39):
And if this conversation feelsuncomfortable, don't worry.
This is exactly where change is.
happens.
I hope that this episode sparkedsome deeper thought around
getting more comfortable andconfident with your knowledge of
anatomy and injuries is soimportant as a movement
(17:59):
educator.
Don't forget to download theebook for different injuries.
The link is in the show notes.
I promise you, it will help youform a foundation for teaching
students with injuries.
And it'll be a great resourcefor you to return to again and
again.
When you download the ebook,you'll be joining my newsletter
(18:20):
that's just for yoga teachers.
And I promise I don't spam myemail list.
I've got more exciting teachingscoming soon, so I want to tell
you all about them.
The link is in the show notesbelow and I would love for you
to join it so we can always stayconnected.
I've added a link in the shownotes for you to also send me a
(18:41):
quick text message about yourthoughts on this episode.
I love reading your messages.
I won't know your phone number.
Don't worry.
It's just a neat addition to theplatform that I use that allows
for this easy way for you tocommunicate with me.
Once you click on it, it willtake you to your messages, but
(19:03):
don't delete the code becausethat's how your message will get
to me.
And I would love to know yourthoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops and share itwith another yoga teacher who
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast.
(19:23):
And if you've been taking notesin your journal, as you listen
to these episodes, I'm so gladyou are and I would love to hear
about it.
All right, that's it for now.
Bye.
Mhm.
Today, we're diving into a topicthat is near and dear to my
heart, and we've discussed it onthe podcast before, but we're
going to go back into it againin this episode.
It is teaching students withinjuries.
I know that you want to create asafe and inclusive space for
(00:20):
everyone who walks into yourclasses, but when a student is
dealing with an injury, it canfeel overwhelming to know how to
support them.
So you resort to telling them,just do what feels right for
you, which is a valid suggestionto offer.
But have you ever yearned toactually help them or address
(00:41):
their needs in your class?
Have you asked yourselfquestions like, how do I assess
their needs?
What questions should I ask?
And how do I know when to referthem to a healthcare
professional?
In this episode, I'll share apart of my framework for
teaching students with injuriesfrom asking the right questions
(01:02):
to offering modifications andknowing when to refer.
Whether you're a new teacher ora seasoned one, this
conversation will give youpractical tools to confidently
support your students.
Welcome to the EssentialConversations for Yoga Teachers
podcast with me.
(01:22):
I'm Monica Bright, and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you're a yoga teacher, you'relooking for support.
You love to be in conversationand you're a lifelong student.
In this podcast, I'll share withyou.
(01:43):
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools,
strategies, and systems I use,and you can use so that your
business thrives.
We'll cover a diverse range oftopics that will help you
(02:03):
whether you're just starting outor you've got years under your
belt and you want to dive deepand set yourself up for success.
I'm so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
some laughs along the way.
Now, let's do this.
Together.
(02:26):
Welcome back to the podcast.
I'm Monica and I just returnedfrom hosting another
international yoga retreat andoh my God, retreats are one of
my favorite offerings.
Think about it a week away fromeveryday life, all your
responsibilities and time to beheld and taken care of by me.
(02:51):
It's just so nourishing.
And the feeling that retreatersleave with.
Can not be accomplished by justattending weekly yoga classes.
I've got upcoming retreatinformation coming soon.
So if you're interested,consider joining my email list.
The link is in the show notesbelow.
(03:11):
Okay, today we are diving into atopic that is so near and dear
to my heart.
It is teaching students withinjuries.
I know that you want to create asafe and inclusive space for
everyone who walks into yourclasses.
But when a student is dealingwith an injury, it can feel
(03:33):
overwhelming to know how to evenbegin to support them.
How do you even assess theirneeds?
What questions should you askthem and how do you know when
it's the right time to referthem to a healthcare
professional?
In this episode, I'll share partof my framework for teaching
(03:53):
students with injuries fromasking the right questions to
offering modifications andknowing when to refer out
Whether you're a new yogateacher or a seasoned one, this
conversation will give youpractical tools to confidently
support your students.
So let's get started.
(04:13):
First, let's talk about askingquestions.
Why do the questions you askyour students Asking the right
questions helps you understandthe student's injury, their pain
levels and their movementlimitations.
The first step in meeting andteaching a student with an
(04:34):
injury is to ask questions andnot just any questions, but
thoughtful, specific questionsthat help you understand their
unique situation.
Always start by asking, has yourinjury been diagnosed?
This is crucial because it tellsyou whether the student has seen
(04:55):
a healthcare professional andreceived guidance on what they
can and can't do.
If the injury hasn't beendiagnosed, that's a red flag,
and we'll talk more about thatlater.
But here are some key questionsto ask.
Always start with, has yourinjury been diagnosed?
(05:15):
This is information for you.
Yes, but it's information yourstudent needs instead of
guessing what's going on intheir body, knowing for sure
what the injury is will beextremely helpful in finding the
right treatments.
to recover from it.
For example, a torn rotator cuffis very different than bursitis
(05:40):
where one injury is tissuedamage and the other is bursa
inflammation.
Next, ask about their painlevels.
You can ask, what are your painlevels on a scale of one to 10.
I like to use a scale of 1 to 10with 1 being no pain and 10
being unbearable pain.
(06:02):
This gives you a sense of howmuch discomfort they're in and
whether they should even bepracticing yoga right now.
This is one measurement of pain,but there are so many different
ways to measure and understandtheir pain experience.
The scale of one to 10 iscommon, but you also have to be
(06:23):
mindful of their level of paintolerance as well.
A four for you might be an eightfor me.
It's important to ask whatmovements or positions make the
pain feel better or worse.
This helps you understand theirlimitations and what to avoid in
(06:44):
class.
For example, if a student saysforward folds aggravate their
lower back pain, you'll know tooffer alternatives.
You may feel comfortablealtering your sequence to
accommodate an injured student,but that comes as you teach more
and gain more and more knowledgeabout injuries.
(07:05):
If you're not comfortablechanging your sequence, then
tell your student that you'reworking on something specific in
class and that it might irritatetheir injury.
Then offer them something elseto do in the meantime.
Are there any specificlimitations or areas to avoid?
(07:26):
This is an especially goodquestion to ask, especially if
you're not familiar with theinjury that the student has.
Let them tell you what movementsbother them or that they don't
want to take.
This is an opportunity for youto learn.
So lean into asking more andmore.
questions.
(07:47):
Finally, ask them, what doesyour doctor or physical
therapist recommend?
This goes back to the firstquestion.
Have you been diagnosed?
This gives you insight into anyspecific guidelines or
restrictions they've been givenby a medical professional.
Again, another chance to learnmore about how they're coping
(08:09):
with their movement while beinginjured.
It's so important to practiceactive.
Listening and create a safespace for your students to
share.
Have you ever been in a classand the teacher stood at the
front of the room and askedeveryone at once if there was
(08:29):
anyone with injuries present andto share with them?
I have, and honestly, I wouldnever share my injuries with the
whole group for a number ofreasons.
So try to have as many one onone conversations with your
students as possible and letthem know that you're there to
(08:50):
support them, not judge them.
Next, you need to assess whetherthe class they showed up for is
appropriate.
Once you've asked yourquestions, the next step is to
assess whether this class is theright fit for the student.
Here are some factors toconsider.
the intensity and focus of theclass.
(09:13):
For example, power yoga versusrestorative yoga.
A power yoga class might not bethe best choice for someone
recovering from a knee injury ora shoulder injury while a gentle
or restorative class could beperfect.
Next is the student's painlevels and movement
(09:33):
capabilities.
If they're in a lot of pain orhave significant limitations,
they might benefit from privatesessions, slow moving classes,
and classes free from strictalignment rules.
Another factor is whether thestudent has medical clearance to
(09:54):
practice yoga.
So don't forget to ask them ifthey have clearance.
If they don't, or if theirinjury is severe, it might be
best to refer them to a doctoror a physical therapist before
they join a class.
Most people will not come toclasses with severe injuries,
but you always want to bemindful of what stage they're in
(10:17):
in their injury journey, fromacute, recovery, or chronic
stages, it's important to know.
Here are a few options you canoffer.
You could modify the class forthe student, make it less twisty
or slow the pace of the sequenceor make it a little bit more
(10:37):
gentle.
You can and should suggest adifferent class that's better
suited for their needs.
Or you could refer them to adoctor or a physical therapist
if the injury is severe.
severe or undiagnosed.
I've suggested all of thesedepending on the student, and
I'm confident in what I suggest.
(10:59):
Do remember that you can'tforce.
anyone to do anything, butyou're smart and the more you
educate yourself on injuries,the more your students will
trust what you have to suggest.
The number one goal is to meetthem where they are and help
them stay safe.
If a student does decide tostay, you need to create a safe
(11:22):
and supportive environment forthem.
So, set expectations.
Once you've determined that theclass is appropriate or that
they're going to stay, it's timeto create a safe and supportive
environment.
For them.
Let them know it's perfectlyfine to take breaks, to skip
poses, or to use props.
(11:43):
Encourage them to listen totheir own body and avoid pushing
into pain.
Talk about modifications andprops.
Start class by saying, we'regoing to use props in class
today.
For example, if a student hasknee pain, suggest a block.
under their hip in pigeon pose,along with a pose variation.
(12:07):
I like to teach prop use to theentire class instead of singling
students out.
If they have shoulder issues,offer alternatives for plank and
chaturanga.
Props like blocks.
Straps and bolsters can be gamechangers for students with
injuries.
Offer specific modifications forcommon injuries like knee,
(12:29):
shoulder, or back pain, as wellas demonstrating how props like
blocks, straps, and bolsters cansupport their practice You
should always be working oncueing mindfully.
So use inclusive language thatallows students to opt out or
modify without feeling singledout.
(12:51):
For example, instead of saying,if you have knee pain, do this.
You could say today, we're usinga block under your hip.
Or today, let's experiencesupine pigeon pose instead.
You can explain why a supinepigeon might feel better on
their knee because of the changein orientation of the pose with
(13:11):
gravity.
Remember to use inclusivelanguage.
That's going to allow studentsto opt out or modify Without
feeling singled out.
And offer alternatives.
for these poses that mightaggravate their injury if you're
not planning to teach the optionto the entire class.
The goal is to make your studentfeel supported and empowered to
(13:35):
practice in a way that works forthem.
Finally, sometimes you can'thelp your students, so you need
to know when to refer out.
So when should you refer out?
When your students haveundiagnosed pain or injuries,
severe or worsening pain duringmovement, or they don't have a
(13:57):
medical clearance for physicalactivity.
Sometimes, despite our bestefforts, a student's injury is
beyond our scope as a yogateacher.
That's when you know it's timeto refer out.
how can you refer out with graceand not alarm your student?
You can acknowledge the limitsof your expertise as a yoga
(14:21):
teacher.
You could say something like,I'm so glad you're here.
And I think it would be a goodidea for you to check in with a
doctor before continuing withyoga.
You could remind them thatyou're there to teach them yoga
or suggest that they consult adoctor, physical therapist, or
other health care professional,and reassure them that you're
(14:44):
here to support their healingjourney, but you think it would
be wise For them to see a doctoror a medical professional before
I finish, I'll leave you withsome practical tips to consider
teaching students with injuriescan feel daunting, but with the
right tools, it becomes muchmore manageable.
(15:05):
Here are some practical tipsthat will help you feel
confident and prepared.
First, build a toolkit.
Learn basic anatomy and commoninjuries and familiarize
yourself with modifications fordifferent injuries and keep
props on hand to support yourstudents.
Second, stay curious andcompassionate.
(15:28):
Every student and injury isunique.
Ask questions and adapt.
As needed, approach each studentwith empathy and a willingness
to learn.
Remember when you ask themquestions, you're learning too.
You could even say, I've neverheard of that.
Would you tell me more?
(15:49):
I've asked students to tell meabout their experience with the
injury, how it affects theirlife, including what they can
and can't do.
I ask about all of thisinformation and I love it
because I'm learning so muchmore in the process.
Finally, remember to keep upwith your continuing education.
Invest in taking workshops orcourses on yoga for injuries or
(16:14):
trauma informed teaching.
The more you learn, the betterequipped you'll be to support
your students.
I teach teachers all the timeabout injuries, pain, and the
nervous system, whether it's ina One on one setting or in a
group setting, I have optionsfor you.
Remember, you don't have to haveall the answers.
(16:35):
What matters is that youapproach each student with
empathy and a willingness tolearn.
Teaching students with injuriesis both challenging and it's an
opportunity.
It challenges you to thinkcreatively, communicate clearly,
and stay grounded in your roleas teachers of movement and
(16:57):
awareness.
It's also an opportunity todeepen your understanding of the
human body, build trust withyour students, and create a
truly inclusive space.
So the next time a student withan injury walks into your class,
Take a deep breath, ask theright questions and trust in
(17:17):
your ability to support them.
You've got this.
If you can't tell already, thisis one of the subjects that
lights me up and I want allteachers of movement to
understand how a workingknowledge of the human body
affects your teaching.
I don't think we talk about theimportance of injury awareness
and education enough.
(17:39):
And if this conversation feelsuncomfortable, don't worry.
This is exactly where change is.
happens.
I hope that this episode sparkedsome deeper thought around
getting more comfortable andconfident with your knowledge of
anatomy and injuries is soimportant as a movement
(17:59):
educator.
Don't forget to download theebook for different injuries.
The link is in the show notes.
I promise you, it will help youform a foundation for teaching
students with injuries.
And it'll be a great resourcefor you to return to again and
again.
When you download the ebook,you'll be joining my newsletter
(18:20):
that's just for yoga teachers.
And I promise I don't spam myemail list.
I've got more exciting teachingscoming soon, so I want to tell
you all about them.
The link is in the show notesbelow and I would love for you
to join it so we can always stayconnected.
I've added a link in the shownotes for you to also send me a
(18:41):
quick text message about yourthoughts on this episode.
I love reading your messages.
I won't know your phone number.
Don't worry.
It's just a neat addition to theplatform that I use that allows
for this easy way for you tocommunicate with me.
Once you click on it, it willtake you to your messages, but
(19:03):
don't delete the code becausethat's how your message will get
to me.
And I would love to know yourthoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops and share itwith another yoga teacher who
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast.
(19:23):
And if you've been taking notesin your journal, as you listen
to these episodes, I'm so gladyou are and I would love to hear
about it.
All right, that's it for now.
Bye.
Mhm.
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