My aim is to help New York City's youth discover and build their internal resources to self-regulate, manage stress and develop a sense of belonging.
Sometimes there are two trains of thought among yogis: the highly physical competitive practitioners and those who prioritize meditation and self-realization. I've walked both paths - and they're not mutually exclusive.
What does this mean for my students? I like to offer physical challenges, just difficult enough for them to explore their grit and feel a sense of pride and achievement. Simultaneously, I reinforce the many ways students can incorporate moments of mindfulness in their daily lives.
I have the pleasure of teaching students yoga in New York City at seven different schools and programs. From physical education periods to after-school programs; from classrooms to cafeterias - I'm committed to collaborating with educators to make it work.
of children with four or more Adverse Childhood Experiences (ACEs) have learning or behavioral problems compared to 3% of those who have zero ACEs.
student suspensions were given out in New York City between 1999 and 2009 - doubling from the beginning to the end of that time period.
Harvard University's Center on the Developing Child has found that toxic stress can be a result of poverty, abuse and neglect. Toxic stress is the strong, unrelieved activation of the body’s stress management system in the absence of protective adult support and directly impacts the architecture of a child's brain - affecting their learning, behavior, physical and mental health.
One effective intervention for those stuck in "fight or flight" mode is yoga and mindfulness.