September 1, 2025 • 13 mins
Teaching yoga in a group setting can feel overwhelming when students show up with injuries or persistent pain. How do you balance the flow of the class while making sure every student feels safe, supported, and included? In this episode, we’ll chat about strategies you can use to build trust and create safety in your classes, no matter who walks through the door.
I'll remind you of the importance of setting the tone early in class and how your presence can create an atmosphere of reassurance and belonging.
This episode will help give you the confidence to handle the inevitable challenge of multiple injuries in a group yoga class.
So let's get to it!
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Freebie: Yoga Sequencing for Different Injuries
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Monica (00:00):
What do you do when you plan to teach a group class and
you have multiple students withdifferent injuries?
Walk into the room.
You might have prepared asequence and you might feel good
about your theme or the tone youplan to set for the class, and
then right before class starts,a student tells you, by the way,
I have a shoulder injury, orI've got back pain.
(00:22):
What's your first thought, doyou think Uhoh.
Well pause and breathe becausewe're going to have a little
chat about this commonoccurrence and I'll help you
feel more at ease.
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
(00:43):
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 are a yoga teacher,you're looking for support.
You love to be in conversation,and you're a lifelong student.
In this podcast, I'll share withyou.
(01:03):
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 canuse so that your business
thrives.
We'll cover a diverse range oftopics that will help you,
(01:23):
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am 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.
(01:46):
Welcome back to the podcast.
I'm Monica, and I'm so gladyou're here.
Here we talk about the anatomy,the injuries, the nervous system
insights, and all the real lifeknowledge you wish had been
included in your yoga teachertraining.
Today we're gonna discuss atopic that so many yoga teachers
(02:06):
wrestle with.
But often don't talk aboutopenly, and that's what to do
when you're teaching a groupclass and you have multiple
students with differentinjuries, walk into your room.
You may have prepared asequence, you may feel good
about your theme, and then rightbefore class starts, a student
(02:26):
tells you, oh yeah, by the way,I have a shoulder injury, or
I've got back pain, so I can'tdo forward folds.
Or even my knee is reallyunstable, so lunges don't feel
good for me.
And suddenly your confidencewaivers, your mind starts racing
and you wonder, how am I goingto balance the needs of these
(02:50):
injured students with the flowof the class for everyone else?
It's a great question, and ifyou've ever felt this way, I
want you to know first andforemost, you're not alone.
Almost every teacher who workswith real human bodies Has been
in this exact position.
It's one of the greatestchallenges of teaching group
(03:11):
classes, and to be honest,teacher trainings don't often
prepare us for this reality.
Let's talk about some of thebiggest concerns you might have
in these situations.
A common one I hear is the fearof doing harm.
What if I make their injuryworse?
what if I give the wrong optionor I don't recognize when they
(03:33):
should stop?
Another huge concern is losingthe flow of the class.
You might worry that if youpause to explain modifications,
the rest of the students willget bored or disconnected.
And then there's that internalpressure of wanting every
student to feel seen andsupported while also delivering
(03:56):
a cohesive experience.
On top of all of this, there's amisconception that you need to
have a perfect answer for everysingle injury that might show up
in your class.
Teachers sometimes feel likethey should be a physical
therapist diagnosing andtailoring every movement, but
here's the reality.
You're a yoga teacher, not aclinician.
(04:18):
Your role isn't to fix or treatthe injury.
But to create a safe, adaptableenvironment where students can
explore movement with awarenessand agency.
So what do you do?
Let's talk about some solutionsfirst.
One of the most powerful toolsyou can cultivate is your
language Learning to shift awayfrom prescriptive instructions,
(04:42):
like this is the only way to dothis pose.
And instead of offeringframeworks that allow for
choice, for example, if you knowa student has knee pain, instead
of saying Don't do lunges, youmight say to the whole class, if
being on one knee.
Doesn't feel supportive today.
Choose a variation on your handsand your feet.
(05:05):
Instead, notice how this doesn'tsingle out the injured student.
It opens up choice for everyone.
Second, sequencing withprinciples rather than rigid
poses can make.
All the difference if you'veprepared a sequence that centers
on spinal mobility instead ofbeing attached to specific
(05:27):
asana, think about the movementpatterns you are exploring.
That way.
If one student can't do deeptwists because of a back injury,
You have the flexibility to swapthe exact shapes while still
staying aligned with the overalltheme of the class.
Another strategy is embracingthe power of props and
(05:48):
alternative setups.
Chairs bolsters the wall.
These are not lesser versions ofyoga.
They are tools that open upaccess, and if you demonstrate
these options as equally valid,instead of modifications, you
create a culture in your classwhere variety is normal.
(06:09):
This helps injured students,feel supported and helps the
rest of the group see that yogaisn't about performing, But
about finding what works fortheir bodies today.
Let's talk about your mindsetaround teaching students with
injuries.
Shifting your view can berevolutionary.
(06:30):
Instead of viewing multipleinjuries in your class as a
disruption, see them as anopportunity to expand and.
Elevate your own teachingvocabulary.
Every time a student with aunique need comes into the room,
you are building a library ofstrategies that will serve you
and students into the future.
(06:51):
Of course, there are limits,sometimes the safest and most
supportive thing you can do isto acknowledge that you can't
provide in the moment.
You might say, I'll offer someoptions today, but can you share
with me what your physicaltherapist or medical
professional has advised you todo or not to do?
(07:11):
This not only protects yourstudents, it protects you as a
teacher, and you learn so muchfrom these conversations as
well.
Another important point ispreparation.
While you can't predict everyinjury that will show up, you
can prepare yourself by buildingsequences that already include
(07:31):
options.
For example, if your flowincludes downward facing dog,
you can already have a forearmvariation or a tabletop version
in your back pocket.
When you normalize these choicesfrom the beginning, students
with injuries feel less like an.
Afterthought and more like partof the cold class design.
(07:53):
One of the most powerful thingsyou can do for students with
pain or injuries isn'tnecessarily about offering the
perfect modification.
Instead, it's about cultivatinga space where those students
feel safe, respected, andincluded.
Safety begins with language.
When you use invitational,nonjudgmental cues, like if it
(08:17):
feels supportive today, try suchand such.
Or another option might be yousend a message that all
variations are valid.
This prevents students withinjuries from feeling less than.
Or singled out.
Try to avoid labeling somethingas the easy version or the full
(08:39):
expression of the pose becausethose words create a hierarchy
that can leave someone with painfeeling like they don't measure
up.
Another way to help studentsfeel safe is to normalize
variety in movement.
If you consistently offer two orthree different ways to approach
opposed to everyone in theclass, it removes the spotlight
(09:03):
from the student with an injury.
Instead of thinking, I'm theonly one doing this different,
they see that options are simplypart of the culture of your
teaching and your environment.
Equally important is teachingself agency.
Encourage students to noticetheir own sensations and give
(09:23):
them permission to step out of apose or take rest without
apology.
A phrase like You're alwayswelcome to skip a shape, for
whatever reason, will empowerstudents to make decisions
without waiting for yourapproval.
For someone living with pain,that permission can be
profoundly liberating.
(09:45):
In a group class, you can createsafety by setting expectations
at the start of class.
A simple statement like, we'llexplore many ways to practice
yoga today, and I'll offer a fewoptions as we progress through
class.
I only ask that you pleaselisten to your body and know
that choosing breast orvariation is always a part of
(10:09):
the practice.
This sets the tone that.
Everyone belongs no matter whattheir physical capacity is.
Remember, student safety is alsoabout your presence.
When students see that youremain calm, grounded, and open,
when they share their injurieswith you, they're more likely to
(10:31):
trust that they can participatewithout judgment or fear, and
that they're in good hands withyou.
Now, let's address your nervoussystem, because when students
with multiple injuries show upin your classes, it's not just
your sequencing that'schallenged, it's your own
ability to stay calm, grounded,and confident.
(10:53):
Students sense when a teacher isflustered, develop your own
ability to pause, breathe, andremember that you don't have to
fix anyone, and this can be justas important as the physical
options you provide.
Here's what I want you to takeaway from today's conversation.
(11:14):
Teaching yoga to a group withmultiple injuries isn't about
having the perfect answer forevery scenario.
It is about creating anenvironment of adaptability,
offering choices, rooted inmovement principles, and holding
space where students feelempowered rather than limited by
(11:36):
their injuries.
You don't need to know everyinjury inside and out.
You just need to create acontainer where students feel
safe exploring what's right forthem.
The next time you walk into yourclass and three different
students tell you about theirknee, their shoulder, or their
back, Instead of panicking,remember, you are not alone.
(11:58):
You don't need to fix them, andyou already have tools you can
use.
This is part of the art ofteaching yoga, and it's also
where you'll grow the most as ateacher.
You got this understandinganatomy, biomechanics, and the
effects yoga Asana have on thebody helps you help your
(12:20):
students.
If you've been enjoying theseepisodes, I know that you're a
yoga teacher who's ready toteach with more intention and
less fear around injuries.
Let's continue to raise the barfor how yoga supports real
bodies in real life.
It's so important for us to havethis conversation so that you
(12:40):
remember that students of allshapes, sizes, alignment, and
abilities come to your classesand you can serve all of them.
You know that my goal is for youto love the yoga teaching life.
And it's important to understandmovement and the issues students
come to your classes with.
(13:00):
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.
And finally, thank you forhelping to spread the word about
this podcast.
Alright, thank you forlistening.
That's it for now.
Bye.
What do you do when you plan to teach a group class and
you have multiple students withdifferent injuries?
Walk into the room.
You might have prepared asequence and you might feel good
about your theme or the tone youplan to set for the class, and
then right before class starts,a student tells you, by the way,
I have a shoulder injury, orI've got back pain.
(00:22):
What's your first thought, doyou think Uhoh.
Well pause and breathe becausewe're going to have a little
chat about this commonoccurrence and I'll help you
feel more at ease.
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
(00:43):
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 are a yoga teacher,you're looking for support.
You love to be in conversation,and you're a lifelong student.
In this podcast, I'll share withyou.
(01:03):
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 canuse so that your business
thrives.
We'll cover a diverse range oftopics that will help you,
(01:23):
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am 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.
(01:46):
Welcome back to the podcast.
I'm Monica, and I'm so gladyou're here.
Here we talk about the anatomy,the injuries, the nervous system
insights, and all the real lifeknowledge you wish had been
included in your yoga teachertraining.
Today we're gonna discuss atopic that so many yoga teachers
(02:06):
wrestle with.
But often don't talk aboutopenly, and that's what to do
when you're teaching a groupclass and you have multiple
students with differentinjuries, walk into your room.
You may have prepared asequence, you may feel good
about your theme, and then rightbefore class starts, a student
(02:26):
tells you, oh yeah, by the way,I have a shoulder injury, or
I've got back pain, so I can'tdo forward folds.
Or even my knee is reallyunstable, so lunges don't feel
good for me.
And suddenly your confidencewaivers, your mind starts racing
and you wonder, how am I goingto balance the needs of these
(02:50):
injured students with the flowof the class for everyone else?
It's a great question, and ifyou've ever felt this way, I
want you to know first andforemost, you're not alone.
Almost every teacher who workswith real human bodies Has been
in this exact position.
It's one of the greatestchallenges of teaching group
(03:11):
classes, and to be honest,teacher trainings don't often
prepare us for this reality.
Let's talk about some of thebiggest concerns you might have
in these situations.
A common one I hear is the fearof doing harm.
What if I make their injuryworse?
what if I give the wrong optionor I don't recognize when they
(03:33):
should stop?
Another huge concern is losingthe flow of the class.
You might worry that if youpause to explain modifications,
the rest of the students willget bored or disconnected.
And then there's that internalpressure of wanting every
student to feel seen andsupported while also delivering
(03:56):
a cohesive experience.
On top of all of this, there's amisconception that you need to
have a perfect answer for everysingle injury that might show up
in your class.
Teachers sometimes feel likethey should be a physical
therapist diagnosing andtailoring every movement, but
here's the reality.
You're a yoga teacher, not aclinician.
(04:18):
Your role isn't to fix or treatthe injury.
But to create a safe, adaptableenvironment where students can
explore movement with awarenessand agency.
So what do you do?
Let's talk about some solutionsfirst.
One of the most powerful toolsyou can cultivate is your
language Learning to shift awayfrom prescriptive instructions,
(04:42):
like this is the only way to dothis pose.
And instead of offeringframeworks that allow for
choice, for example, if you knowa student has knee pain, instead
of saying Don't do lunges, youmight say to the whole class, if
being on one knee.
Doesn't feel supportive today.
Choose a variation on your handsand your feet.
(05:05):
Instead, notice how this doesn'tsingle out the injured student.
It opens up choice for everyone.
Second, sequencing withprinciples rather than rigid
poses can make.
All the difference if you'veprepared a sequence that centers
on spinal mobility instead ofbeing attached to specific
(05:27):
asana, think about the movementpatterns you are exploring.
That way.
If one student can't do deeptwists because of a back injury,
You have the flexibility to swapthe exact shapes while still
staying aligned with the overalltheme of the class.
Another strategy is embracingthe power of props and
(05:48):
alternative setups.
Chairs bolsters the wall.
These are not lesser versions ofyoga.
They are tools that open upaccess, and if you demonstrate
these options as equally valid,instead of modifications, you
create a culture in your classwhere variety is normal.
(06:09):
This helps injured students,feel supported and helps the
rest of the group see that yogaisn't about performing, But
about finding what works fortheir bodies today.
Let's talk about your mindsetaround teaching students with
injuries.
Shifting your view can berevolutionary.
(06:30):
Instead of viewing multipleinjuries in your class as a
disruption, see them as anopportunity to expand and.
Elevate your own teachingvocabulary.
Every time a student with aunique need comes into the room,
you are building a library ofstrategies that will serve you
and students into the future.
(06:51):
Of course, there are limits,sometimes the safest and most
supportive thing you can do isto acknowledge that you can't
provide in the moment.
You might say, I'll offer someoptions today, but can you share
with me what your physicaltherapist or medical
professional has advised you todo or not to do?
(07:11):
This not only protects yourstudents, it protects you as a
teacher, and you learn so muchfrom these conversations as
well.
Another important point ispreparation.
While you can't predict everyinjury that will show up, you
can prepare yourself by buildingsequences that already include
(07:31):
options.
For example, if your flowincludes downward facing dog,
you can already have a forearmvariation or a tabletop version
in your back pocket.
When you normalize these choicesfrom the beginning, students
with injuries feel less like an.
Afterthought and more like partof the cold class design.
(07:53):
One of the most powerful thingsyou can do for students with
pain or injuries isn'tnecessarily about offering the
perfect modification.
Instead, it's about cultivatinga space where those students
feel safe, respected, andincluded.
Safety begins with language.
When you use invitational,nonjudgmental cues, like if it
(08:17):
feels supportive today, try suchand such.
Or another option might be yousend a message that all
variations are valid.
This prevents students withinjuries from feeling less than.
Or singled out.
Try to avoid labeling somethingas the easy version or the full
(08:39):
expression of the pose becausethose words create a hierarchy
that can leave someone with painfeeling like they don't measure
up.
Another way to help studentsfeel safe is to normalize
variety in movement.
If you consistently offer two orthree different ways to approach
opposed to everyone in theclass, it removes the spotlight
(09:03):
from the student with an injury.
Instead of thinking, I'm theonly one doing this different,
they see that options are simplypart of the culture of your
teaching and your environment.
Equally important is teachingself agency.
Encourage students to noticetheir own sensations and give
(09:23):
them permission to step out of apose or take rest without
apology.
A phrase like You're alwayswelcome to skip a shape, for
whatever reason, will empowerstudents to make decisions
without waiting for yourapproval.
For someone living with pain,that permission can be
profoundly liberating.
(09:45):
In a group class, you can createsafety by setting expectations
at the start of class.
A simple statement like, we'llexplore many ways to practice
yoga today, and I'll offer a fewoptions as we progress through
class.
I only ask that you pleaselisten to your body and know
that choosing breast orvariation is always a part of
(10:09):
the practice.
This sets the tone that.
Everyone belongs no matter whattheir physical capacity is.
Remember, student safety is alsoabout your presence.
When students see that youremain calm, grounded, and open,
when they share their injurieswith you, they're more likely to
(10:31):
trust that they can participatewithout judgment or fear, and
that they're in good hands withyou.
Now, let's address your nervoussystem, because when students
with multiple injuries show upin your classes, it's not just
your sequencing that'schallenged, it's your own
ability to stay calm, grounded,and confident.
(10:53):
Students sense when a teacher isflustered, develop your own
ability to pause, breathe, andremember that you don't have to
fix anyone, and this can be justas important as the physical
options you provide.
Here's what I want you to takeaway from today's conversation.
(11:14):
Teaching yoga to a group withmultiple injuries isn't about
having the perfect answer forevery scenario.
It is about creating anenvironment of adaptability,
offering choices, rooted inmovement principles, and holding
space where students feelempowered rather than limited by
(11:36):
their injuries.
You don't need to know everyinjury inside and out.
You just need to create acontainer where students feel
safe exploring what's right forthem.
The next time you walk into yourclass and three different
students tell you about theirknee, their shoulder, or their
back, Instead of panicking,remember, you are not alone.
(11:58):
You don't need to fix them, andyou already have tools you can
use.
This is part of the art ofteaching yoga, and it's also
where you'll grow the most as ateacher.
You got this understandinganatomy, biomechanics, and the
effects yoga Asana have on thebody helps you help your
(12:20):
students.
If you've been enjoying theseepisodes, I know that you're a
yoga teacher who's ready toteach with more intention and
less fear around injuries.
Let's continue to raise the barfor how yoga supports real
bodies in real life.
It's so important for us to havethis conversation so that you
(12:40):
remember that students of allshapes, sizes, alignment, and
abilities come to your classesand you can serve all of them.
You know that my goal is for youto love the yoga teaching life.
And it's important to understandmovement and the issues students
come to your classes with.
(13:00):
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.
And finally, thank you forhelping to spread the word about
this podcast.
Alright, thank you forlistening.
That's it for now.
Bye.
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