Programs for Educators and Educational Institutions
Professional learning for teachers, schools, and educational communities.
Hands-On Workshops
Duration: 2–4 hours
Short, focused workshops designed around a specific need identified by teachers or by the educational institution.
Each workshop begins with an experience. We first explore the topic from the teacher’s own perspective through breathing practices, movement, mindfulness, sensory exploration, emotions, and other wellbeing tools. We then look at how what we have experienced can be brought into everyday teaching in simple and practical ways.
Workshops can explore topics such as:
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Teacher wellbeing and burnout
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Emotions and emotional regulation
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Transitions and moments of change throughout the school day
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Breathing and mindfulness
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The senses as a pathway to wellbeing
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Presence and connection with students
Each workshop is adapted to the needs of the group and the educational setting
Short Courses.
Duration: 10–20 hours
Professional learning experiences for practicing teachers and educators in training.
These courses combine reflection, relevant content, and hands-on experiences, allowing participants to explore a topic in depth and return to what they have experienced across several sessions.
Courses can be organized in different ways depending on the needs of each group. For example, they can take place over several two-hour sessions, exploring different topics, or progressively deepen one particular area.
Each session begins with personal experience: we work on ourselves first, exploring, practicing, and reflecting. We then look at how what we have experienced can be brought into everyday teaching in simple and practical ways.
Body, mind, emotions, and social connection are all part of the experience, approaching teacher wellbeing from an integral perspective.
Content and format can be adapted to each group and delivered either in person or online.
Comprehensive Programs
Duration: 40–60 hours
In-depth professional learning experiences designed as ongoing programs that unfold over several months, usually through weekly sessions.
The journey begins with ourselves. Through practices, movement, breathing, mindfulness, reflection, and different tools for self-awareness, participants explore their own emotions, habits, ways of responding, and ways of relating to what happens around them.
As the process develops, new tools are introduced and different dimensions of wellbeing are explored — from everyday, practical aspects to subtler dimensions of our experience — always through personal exploration.
The goal is not simply to acquire knowledge, but to experience the process firsthand so that each teacher can develop a different perspective and way of being in their teaching practice.
The program concludes with an opportunity to apply what has been explored to everyday teaching, bringing the learning into the classroom in concrete and meaningful ways.
These programs can take the form of a certificate program, diploma, or other form of continuing professional development, depending on the institutional and academic context in which they are offered.
Institutional Support
A tailored approach for each educational institution
Institutional support begins with a simple question: What does this institution need today, and what could genuinely support its teachers?
There is no single format. Each process is developed together with the institution and may include classroom observation, observation of school dynamics, work with teachers or teams, coordination spaces, short wellbeing practices, and ongoing follow-up.
In some cases, the work may take place in person and develop within the institution over time. In others, it may be organized through regular meetings with coordinators or teaching teams, either in person or online.
The starting point may be different for each institution: teacher burnout, challenging classroom dynamics, difficulties with emotional or behaviour management, periods of change, team needs, or simply the desire to build a culture of greater wellbeing.
From there, we explore practical experiences and tools that are first experienced by adults and can then be naturally brought into everyday practice and the classroom.
The goal is to support real processes, respecting each institution’s context and pace, so that wellbeing becomes part of everyday educational life rather than remaining an isolated activity.