About

I have taught English in public schools for ten years, and over that time, I’ve brought mindfulness into my classroom to help students with their social and emotional growth. I found that mindfulness gave them a chance to pause, regulate their own nervous systems, and remember their humanity even with their busy schedules of homework, extracurriculars, family responsibilities, and jobs. It wasn’t just helping them—it helped me too. Instead of rushing through the day, focused solely on learning objectives, grading, and emails, I started taking moments to check in with myself: “How am I really doing right now?” “What do I need to support myself?” Through these moments, I realized I wasn’t just “fine” or “good” as I often said. This helped me understand what was causing my stress and overwhelm, and I found practices that support my ongoing awareness and healing.

Since then, I’ve earned a master’s degree focusing on teaching writing and completed mindfulness meditation teacher training through the Interdependence Project with an emphasis on social justice. My own healing through mindfulness and the solid research backing its benefits have made me passionate about supporting self-care and self-compassion for educators. My work and research, inspired by bell hooks, Paulo Freire, Erich Fromm, and Michel Foucault, have led me to see the value in reflective writing as a way to connect with our own humanity. This starting point helps me create a space where my students can also connect with their own humanity through their reading, writing, and classroom interactions.

Now, as a writing and meditation teacher, I help educators tune into their inner voice amidst the traditional pressures of the school system. I believe that engaging in mindfulness and reflective writing is a form of self-care, community care, and love. By practicing these together, teachers can move away from perfectionism, urgency, power struggles, and scarcity, and instead foster care, respect, honest communication, and self-compassion.