Yoga Adjustments: Teacher Self-Reflection & Safety
The art of the Assist: Rethinking Hands-On Adjustments in Yoga
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For years, hands-on adjustments were a staple in many yoga classes. But as our understanding of consent, body autonomy, and effective teaching evolves, it’s time to re-evaluate this practice. Are physical assists truly necessary? And if so, how can we offer them in a way that is safe, respectful, and genuinely beneficial for our students?
A Shift in Outlook
The conventional view of a yoga assist frequently enough centered around physically moving a student into “proper” alignment. But this approach can be problematic. It assumes the teacher knows best, potentially overriding the student’s own internal wisdom and experience. It can also be unsettling, even triggering, for students who have experienced trauma or have sensitivities around touch.
A good assist isn’t forceful, anyway.
Why We Assist: Examining our intentions
Before offering any physical adjustment,it’s crucial to examine why we feel the need to do so. Are we trying to correct a perceived misalignment? are we aiming for a deeper stretch? Or are we simply falling into a habit?
I find that rather than focusing on moving the moving part, an assist should emphasize stabilizing fixed things, providing directional feedback, or offering resistance to create engagement. think of it less as doing the pose for the student and more as helping them discover the pose for themselves.
Beyond Alignment: The True Goals of Asana
If we assist by moving a moving body part further or deeper into a pose, then we have to be clear on our why. Is achieving the shape the goal of yoga asana? Are we serving students better by chasing passive flexibility over active control? Are we unintentionally reinforcing a class culture where going far is the goal and those who go furthest get the most praise? Are we getting in the way of the student’s individual exploration of something beyond the body via their body?
Thes are crucial questions to consider. Yoga isn’t about achieving a perfect pose; it’s about cultivating awareness, building strength, and fostering a deeper connection to ourselves. an assist should support these goals, not detract from them.
So, should you Ever Place Your Hands on a Student?
There’s lots to consider. My personal approach is I rarely touch anyone in a public class. Well, unless someone tries to hug me afterward, but I don’t really give off hug-me vibes.The truth is,verbal cues can be incredibly powerful. Often, a well-timed instruction is all a student needs to find more stability, alignment, or engagement in a pose. We can also encourage students to use props – blocks, straps, blankets – to support their practice and explore variations safely.
My other exception is occasionally offering an assist to experienced students.I might say, “If anyone is close to turning their forward fold into a handstand and wants some help exploring that, then give me a wave.” At that point in class, I have space to explain the assist before I do it, so they’ll have full clarity on what’s about to happen. This ensures the student is actively consenting and understands the intention behind the touch.
Similarly, whenever there is more time, trust, and familiarity-such as on retreats, during teacher trainings, and in private sessions-I may offer assists to stabilize, create resistance, or offer direction in a pose. In these settings, there’s more possibility for communication and a deeper understanding of the student’s needs and boundaries.
There are no absolutes. Before your next class, take some time to consider how, why, and when you assist. Seriously weigh whether the potential pros outweigh the potential cons-not only for you but for your students. There’s plenty to ponder!