Creating a Safe Space for Kids Yoga
Children need to feel safe when they practice yoga. Safety is important to establish right from the beginning. Creating a space that sets the tone and expectations for a yoga practice is important to establish trust. Here are a few tips to consider when beginning a kids yoga class in the community.
Go and look at the space for the class beforehand to see any potential safe hazards.
Be the safety police when it comes to the space, notice every little thing that could possibly occur.
A few examples are; socks are slippery on some studio floors and mats, water spilled on a floor could cause a fall, and objects or equipment that children may want to climb on.
If creating a class at home, or in a classroom, find a place that is free from distractions.
Define this space with lighting, pillows, or anything that sets it apart from other places in your house, or classroom.
Create a little alter where you light a candle or have special pictures and items of importance.
Class – Children also need to feel safe when they are in your group. Having clear and consistent expectations allows this to occur. Having clear and consistent boundaries allows children to have fun and be themselves, but also feel safe in their surroundings.
Always have a few rules for every class.
Make sure the rules are easy to follow and understand.
Review the rules before every class, and with new students.
Consistency – Have a set routine for your class/classes. A clear beginning and ending are vital for creating a trusting environment. The middle of class can vary depended in the students. Also be consistent with your expectations, review rules whenever necessary. Follow through with your words, when you say it mean it, and try your best to never go back on your word.
Creating a mood – This will all depend on the age of the students and the energy of the class. Some classes tend to be full of energy, so the mood is fun and upbeat. Some groups come with shy or reserved energy, so then use a calm voice and slow movements until they warm up to the class. Follow the lead of the students.
Body Language – Your body language is important when meeting students. Be respectful of children’s space on honor them where they are.
Have an open body language, no arms crossed over chest.
Get down on their level, instead of towering over small children.
Notice the child’s body language, is their head down? Do they hide behind their parent?
Eye Contact – Eye contact can be either threatening or inviting. Observe the student, their body language, is it open or reserved? Make eye contact with new students that are shy, briefly to let them know they are included, but not to make them feel singled out. Make eye contact with all the students a least once but try not to stare. And then there is the eye contact that shows that you mean business. The “Teacher Look.”
Lighting & Temp – Hot/Cold children will not want to do yoga. Try to make the temperature in the space as comfortable as possible. See if you have control over the lighting for the space. Dim lights for calming, and bright lights for building energy.
Music – Make sure that your music is easily accessible, and that you can change the music without much wait time. Yoga studios and gyms usually have a sound system. Or buy a portable speaker to use with your music device. Music is an important part of your classes. It creates mood, fun, and calming experiences. People connect with music.
Distractions – Limit distractions as much as possible. This is easier in a studio because it is set up for yoga and usually free from distractions. Check out the space before beginning a yoga class to remove, or plan for any distraction. In a school it is a little more difficult. When teaching in the classroom, or in after-school programs, the yoga class is usually in another teacher’s space. Examples are, the music room, the drama room, media center, or gym. Check out these spaces before class and determine any distractions. If you need to move furniture, be sure to put it back when you leave. Leave the space that you use in better condition that in which you find it.
Class size – Be prepared for a class of one, or many. If the class is going to reach 10 students, see if you can have an assistant. If not, know where the nearest adults are just in case of an emergency. If class sizes get too big, safety becomes a concern, and the experience can be limited for all involved.
Duration – For ages 2-4 & 4-7 classes can be 30-45 minutes. Be aware of the ages and attention span, and have many activities planned. For ages 7 and up, classes can be 45-60 minutes. For class times, afternoons are best for school aged children, or weekend afternoons. For toddlers or preschool aged children, morning classes can work, but be aware of any other class for toddlers (library programs) that might conflict with your class. The best times vary depending on family schedules, a 10 am or 11 am class can work best.
Bathroom location/breaks – Always know where the bathroom is located. Provide bathroom breaks before class, to not disrupt the flow of class. If a class runs longer than an hour, make sure to have a group bathroom break. This is important because sometimes with the younger classes, if one must go to the bathroom, they all end up going. When you have a bathroom nearby, allow students to go one at a time, boys, and girls. This will decrease the “play-time” that can happen in the bathroom when children are unsupervised.
Parent participation – Parents are always welcome and encouraged to participate in class. It is a lot more fun to have parents participate instead of observing. Especially if the child is shy to join the group. Be careful not to make it a permeant occurrence. When the child is comfortable in class, encourage the parent to allow them to have that independence and confidence. And set a standard about taking pictures during class. Pictures are best to be taken before/after class so as not to disrupt the moment. There also may be times when a especially energetic student shows up to class that has difficulty listening and following classroom directions. In this case, ask the parent to stay so that they can help with their own child, and the child does not disrupt the entire class.
Practice Time!
Check out these scenarios and see what you would do in each case:
A. An afterschool program wants you to have a kid’s yoga program at their school. Your class will have 10-12 students ranging in age from kindergarten to second grade. The length of the class will run an hour and 15 minutes. When you arrive on the first day, you are taken to the third floor of the building. There are no other adults on this floor, and the office staff are on the first floor. The two ways to go to the third floor are the elevator, or 3 flights of stairs. The students wait in the gym for you to pick them up and take them to the yoga room. What are your safe space concerns?
B. It is time to create your own kid’s yoga summer camp. Your campers will be 4-8 years old, and the group size is about 10-12. The space you have found is a gym at the local community center. When you arrive the week before camp to set up, you notice that the community center is currently going through updates and renovations. There are ladders in the hallway going to the bathrooms, electrical cords hanging from the ceiling, and people (men) working on the bathroom tile floor. The bathrooms are located down the hall on the other end of the building. The gym has no climate control, but it does have a really big fan, and it is in the middle of summer. Inside the gym are all kinds of equipment, balance beams, a big tumbling mat, a stage, and tons of chairs. The floor of the gym is dusty and dirty even when swept by a broom. What are your safe space concerns?
C. A local elementary school wants you to teach a yoga class for their afterschool program. The school has parents sign their children sign up for afterschool classes. When you arrive on the first day to pick up your students, one boy acts reluctant to come with you. His teachers must talk him into coming. When everybody gets to the yoga room, and class begins, the boy shouts out “I HATE YOGA!” How will maintain a safe space for everyone?
D. How could you create a safe space in your classroom or at home? How could you make sure that the elements of a safe space are addressed in different environments for different children?
Ms. Brandon, RCYT, RYT500, holds a Master's degree in Special Education from Western Carolina University, is a highly qualified educator, and has 20 years' experience working with children and children with special needs. Information for this resource page comes from Ms. Brandon’s 95 hour Children’s Yoga Teacher Training RCYS, and is approved by Yoga Alliance.
