Our WHY

We believe that if we want to both teach and equip our students with the necessary skills, practices, and habits of mind of SEL, well-being, and anti-racist ways of being in the world that 

inspire them to live their life with joy and dignity,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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we must first be well, become skilled in our own SEL competencies, and embody a Presence that engenders trust from our students.

 

We believe that the work of SOCIAL JUSTICE starts on the inside--

we call this inner practice

SOUL JUSTICE.

If we aspire to be in relationship to our students and those in our school community from a place of authenticity, respect, and unconditional positive regard, we must first cultivate a relationship with our own selves that honors, respects, and witnesses our inner diversity, truth, and spirit. 

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If we want to create classroom conditions of safety that honor students' identities and lived experiences and prioritize their agency and personal power in their learning and self-exploration, we must also explore our own relationship to our diverse identities, lived-experiences, and sense of power and agency to liberate ourselves from our own past pain and trauma triggers.

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We believe that LIBERATION is both an 

action of healing and an act of justice. 

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Liberation is difficult, yet deeply rewarding work.

 

Liberation as an action is messy, tangled, emotional, freeing, and healing. As adults who create spaces for children to be seen and known for their unique souls and infinite potential to make an impact in this world, we must first walk our own paths of liberating our souls from the grips of stress, pain, trauma, judgment, shame, and depersonalization that happened to us.

 

No human is exempt from experiencing pain and suffering. Our responsibility as educational caregivers is to metabolize and clean our inner reactions, pains, and suffering so these energetic triggers become energetic fuel that feeds the light of compassion, love, and unconditional positive regard for those in our care. 

 

We work with staff and school communities to explore and experience research-based practices to help educators and educational staff understand how their inner world inter-acts with the

relationship stressors in a relationship-based profession. 

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We hold safe and guided spaces for educators and school staff explore how their

mindbodysoul systems "inter-act" with those in their care. 

 

We help educational caregivers explore how to re-relate to common and unique student behavior triggers so they gain awareness so they how to actively HEAL a trigger while they simultaneously become a compassionate guide for students when they are displaying signals of their own inner difficult energetic states (shame, anger, frustration, embarrassment, etc.). When educational caregivers are guided and supported in HEALING their pain and suffering in response to triggers in their calling, they experience the power of their innate liberatory capacities. 

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When the educational caregivers know the practices and processes to liberate themselves from their own pain and triggers, they are able to hold spaces of safety and compassion to assist their students in connecting with their innate liberatory capacities while they strategically guide the student through the same processes of self-alignment, integrity, and soul justice they practice. 

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We believe that when people display signs of pain and suffering, they deserve more love and compassion. Not less.

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We want that for our students and we want that for our educators and educational caregivers. If we want our caregivers to hold compassionate spaces for our students when they are in pain and suffering, we need to first do the same for them.

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