In yoga, meditation, and many healing modalities, we often speak about holding space.

It’s a phrase that sounds gentle and intuitive, but in practice it carries deep responsibility.

Holding space is not about fixing, rescuing, or guiding someone toward a particular outcome.

It is about creating an environment where healing can unfold naturally.

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As teachers and facilitators, we are responsible for cultivating a space that feels inviting, loving, and safe.

Especially for students who may be navigating illness, trauma, grief, or a limited sense of body awareness.

At its core, holding space means meeting people exactly where they are.

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A true learning environment is built on technique, knowledge, sequencing, and on trust.

When students feel safe emotionally, physically, and energetically, the nervous system softens.

Curiosity becomes possible. Awareness deepens.

Learning and healing are no longer forced; they are invited.

Holding space asks us, as teachers, to form no judgement.

Each student, each class, each moment is different.

With a clean and clear heart, we learn to evaluate situations as they arise and respond with presence rather than assumption.

This allows us to adapt and to offer support without overstepping.

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When holding space for students who have experienced trauma, it’s essential to remember one foundational truth.

Trauma has no equivalent.

It cannot be measured, compared, or ranked.

What overwhelms one nervous system may not overwhelm another and that does not make anyone weak, wrong, or broken.

Trauma is not quantitative, and it does not define the worth of the person who experienced it.

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At the heart of trauma-informed teaching is the understanding that every person deserves to be seen, heard, and connected.

Trauma can make this complicated, and the protective patterns it once created served a purpose can make healing feel limiting or confusing.

 

The coping mechanisms resulted in trauma can show up in many ways:

• Self-deprivation or disconnection from the body
   

• Negative self-talk or deep inner criticism
   

• Shame, sadness, or emotional withdrawal
   

• Rage, anger, or righteous indignation
   

None of these responses are wrong.

They are intelligent adaptations shaped by lived experience.

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To truly hold space, we must be willing to hold space for all emotions and not just the ones that feel comfortable or familiar to us as a facilitator.

Healing spaces are meant to be neutral, calm, and honest.

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As facilitators, our role is not to suppress or steer emotions but to allow them to arise within a container of safety and respect.

This means:

• Offering choice rather than demand
   

• Using language that empowers rather than directs
   

• Avoiding assumptions about what a student “should” feel
   

• Maintaining steady presence, even when emotions feel big
   

When we can remain grounded, regulated, and compassionate, we communicate to students that their experience is welcome here.

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Holding space is not something we do only for others. It begins with how we relate to ourselves.

Our capacity to hold space for students is directly linked to our willingness to meet our own emotions, histories, and limitations with honesty and care.

This is why ongoing self-reflection, supervision, and personal practice are so deeply woven into our teachings.

When we continue to do our own inner work, we are less likely to project, bypass, or react. Instead, we respond with clarity, humility, and presence.

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Holding space is an act of compassionate leadership. It is quiet, powerful, and deeply human.

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It reminds us that healing is not something we force, it is something we allow.

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When we lead with softness and respect for each individual’s lived experience.

We create spaces where students feel safe enough to listen to themselves.

And in that safety, healing becomes possible.

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In Peace

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Shera