<![CDATA[Julia Hankins Well-Being

<![CDATA[Julia Hankins Well-Being - Blog]]>Tue, 05 May 2026 22:19:06 +0100Weebly<![CDATA[collaboration station]]>Thu, 12 Feb 2026 05:30:00 GMThttps://www.juliahankins.co.uk/blog/collaboration-stationCollaboration in Children’s Well-Being Classes

How safety, choice, and structure help children work together well

Collaboration is something I’m often asked about when people observe my classes.
Last week, a teacher passing through the hall through one of my classes, popped back at lunch and asked,
“That's a tricky bunch- how did you get them to work like that together?”

And the truth is, collaboration in my well-being sessions is never accidental. It is rooted in how children actually feel in their bodies and nervous systems.

Whether I’m teaching in schools, delivering community workshops, or training other children’s well-being practitioners, collaboration is a key feature of my sessions. Over time, I’ve realised there are five core elements that consistently support successful collaboration with children:

Safety, choice, boundaries, structure, and freedom

All held together by an umbrella principle: autonomy (if you've read or watched my stuff before, you'll know that this is a big one for me!).

I’ll share what each of these looks like in practice and why they matter so much, particularly for neurodivergent children and those who may find social situations tricky.

1. Safety comes first (always)
Before children can collaborate, they need to feel safe.
Not just physically, but emotionally and psychologically safe too.
Whenever I invite children to work with a partner or group, I always approach it through the lens of safety. If a child is unsure who to work with, I don’t ask,

“Who’s your friend?”

I ask:

“Who do you feel safe with?”

That question is really important. Many children, especially neurodivergent children, may not be clear on social labels like “friend”. Friendship can be confusing. But they usually know, very clearly, who feels safe and who doesn’t. Learning to notice that internal signal is a powerful life skill in itself.

Collaboration works best when children are practising with people who help their nervous system feel settled, not threatened.

2. Choice builds trust and autonomy
Choice is sometimes seen as controversial in group work with children.
There’s a common belief that children should simply work with whoever they’re placed with because:

“They’ll mess around if they’re with friends”
“In real life you don’t get to choose”
“It’s quicker if I just pair them up”

But from both a practical and psychological point of view, choice matters.
When children have some say in who they work with:

They feel safer
They feel more regulated
They feel ownership over the process

Choice doesn’t mean chaos. It means children feel respected within the system you’re holding. And when children feel respected, they’re far more likely to engage meaningfully.

3. Clear boundaries make collaboration safe
I’m very explicit about what is and isn’t acceptable when children collaborate in my sessions. If children choose to work with a friend, that’s absolutely fine, as long as their behaviour stays within the agreed boundaries of the lesson.
This includes:

Behavioural expectations
Physical safety
Respect for others
Consent

Consent is especially important in well-being and movement-based sessions. If children are working together in a pose or activity that involves touch, both children must be comfortable with it. We talk openly about asking, listening, and respecting a “no”.
I have found that boundaries make collaboration possible.

4. Structure gives children clarity
Whenever children work together in my classes, there is always a clear structure.
Children need to know:

What they’re doing
How long they’re doing it for
What the task involves

I often think of structure as a container. Inside that container, children can explore, create, and collaborate freely, but the container itself keeps everything steady.
For example, I might say:

Choose two poses
You have five minutes
Focus on the transition between them

That clarity reduces uncertainty, which in turn reduces dysregulation.

5. Freedom allows creativity and engagement
Within that clear structure, children have a lot of freedom.
They can:

Choose which poses to use
Decide how they move between them
Work together in ways that feel comfortable

Tasks are intentionally open-ended. This invites imagination, creativity, and problem-solving, all while staying within safe and predictable boundaries.
I support children with visual pose banks matched to their developmental stage. These give just enough scaffolding without limiting choice. These pose banks are a core part of The Well-Being Adventurers Toolkit provided as part of The Well-Being Journey training.

What collaboration looks like in practice
In my sessions:

Children choose who they collaborate with
They can move around the room and change mats if needed
Group sizes are flexible

I no longer insist on fixed numbers like pairs or groups of three. I used to do that, but I realised that the rigidity of it wasn’t serving the children, it was just habit.
What matters more to me is that children are:

Comfortable
Participating
Engaged
Developing their skills

Sometimes that looks like pairs. Sometimes it’s a group of five. I simply call it collaboration.

If children are not following expectations, I’m clear and calm about stepping in and separating them. That consistency helps everyone feel safe.

Novelty keeps brains engaged
While repetition is important for learning, our brains are also wired for novelty.
I often add small changes to collaborative tasks:

A different challenge
New poses
A prop
An extra layer of difficulty

Even if the structure stays the same, that element of novelty helps the activity feel fresh and engaging, rather than repetitive.

What doesn’t change is my expectation. Children know what collaboration looks like in my classes, and that predictability supports calm.

“But children need to learn to work with everyone…”

This is something I hear often, and yes, there’s truth in it.
However, children are not adults.
They learn collaboration skills by practising them first in safe spaces with safe people. That’s how confidence and competence develop.

Learning who feels safe and who doesn’t is a vital protective skill. One that may genuinely keep a child safe later in life.

That said, there are times in my lessons where children work with someone they haven’t chosen. When I do this:

The task is very clear
The time is short (one or two minutes)
The expectations are explicit

Final thoughts

When collaboration is built on safety, choice, boundaries, structure, and freedom, children don’t just “work together”, they learn how to navigate relationships, listen to their bodies, and regulate themselves in shared spaces.

If you struggle with managing group work or behaviour in your classes, you may find my self-paced course Tame the Crowd Without Being Loud helpful. It’s designed to support calm, connected, and well-held sessions without raising your voice.

You’re also very welcome to book a mentoring session with me if this is something you’d like more support with, I'm currently running a special offer of just £97 (usually £200) for an hour meeting.

And I’d genuinely love to hear your thoughts.
What do you agree with?
What feels challenging?
How do you support collaboration in your own classes?

]]><![CDATA[Fostering Belonging]]>Thu, 05 Feb 2026 05:30:00 GMThttps://www.juliahankins.co.uk/blog/fostering-belongingChildren’s Mental Health Week: Fostering Belonging

This week is Children’s Mental Health Week, and this year’s theme, “This Is My Place”, invites us to reflect on something quietly powerful: belonging.

Belonging is not a soft extra. It is a psychological need, deeply woven into children’s mental health, learning, and long-term well-being.

As Place2Be so clearly articulate, when children and young people experience a strong sense of belonging, they are more likely to:

Feel confident to be themselves and try new things
Develop resilience when facing challenges and setbacks
Build stronger relationships and communication skills
Experience less anxiety and loneliness
Develop healthy self-esteem and a sense of self-worth
Feel motivated to contribute positively to their communities

For those of us working in schools, nurseries, PE lessons, yoga sessions, or mindfulness spaces, this raises an important question:

How intentionally are we creating belonging in the environments we lead?

At Well-Being Adventurers, fostering a sense of belonging is not an add on. It is foundational to everything we do. Children cannot meaningfully engage with movement, breathing, or relaxation if they do not first feel safe, included, and valued.
Below, I’m sharing some of the ways we intentionally nurture belonging in our classes and workshops. Whether you are considering working with Well-Being Adventurers, or you are looking to strengthen your own practice as an educator or well-being practitioner, I hope these reflections offer practical value.

1. Helping Children Feel Seen and Valued
Belonging begins with being recognised.
In our sessions, we prioritise genuine connection with children. When working in schools, we ask for name cards so that we can address each child by name. This might sound simple, but being named matters. It signals: I see you. You matter here.

From a psychological perspective, this aligns with children’s need for relatedness and emotional safety. When children feel seen, their nervous systems settle. When they feel valued, they are more willing to engage, take risks, and participate authentically.
For practitioners, this is a powerful reminder that belonging often starts with small, consistent relational practices rather than grand interventions.

2. Getting Everyone Involved (Not Just the Confident Few)
Belonging cannot grow on the sidelines.
At Well-Being Adventurers, we design sessions for maximum engagement. This means planning carefully so children are not left waiting, watching, or simply copying for long periods of time.
We use:

Active participation rather than passive observation
Creative invitations rather than rigid instructions
Imaginative movement rather than performance-based outcomes

When children are invited to create, imagine, and explore in their own way, they are no longer trying to “get it right”. They are simply part of the experience.
For educators and well-being practitioners, this approach supports inclusion, reduces comparison, and helps children who might otherwise withdraw or mask to stay connected.

3. Promoting Collaboration (And Teaching the Skills to Do It)
Collaboration is not innate. It is learned, and for some it is really hard to learn!
In Well-Being Adventurers sessions, we intentionally include partner and group work, while recognising that working with others can be genuinely challenging for some children.
Rather than avoiding collaboration, we:

Scaffold it gently
Model communication and turn-taking
Offer choice in how children participate
Support children when it feels uncomfortable or unfamiliar

This is not about forcing teamwork. It is about teaching the skills of being with others, in a way that feels emotionally safe.
Belonging grows when children feel supported to navigate relationships, not judged for finding them hard.

4. Accepting and Celebrating Differences: Meeting Children Where They Are
True belonging does not ask children to change who they are.
At the heart of Well-Being Adventurers practice is the belief that children deserve to be accepted as they are, not as we wish them to be.
Our resources are deliberately designed to:

Support differentiation
Offer multiple options
Honour different bodies, brains, and nervous systems

Children are always given choices. There is no single “right” way to move, breathe, or relax.

This approach aligns with inclusive, trauma-informed, and neuro-affirming practice. When children experience acceptance, they learn that they do not need to hide parts of themselves in order to belong.

5. Belonging Starts Within: Helping Children Feel at Home in Themselves
Perhaps the most important sense of belonging is the one we help children cultivate inside themselves.

Through movement, breathing, and relaxation, we teach children how to:

Notice their bodies without judgement
Recognise and regulate their nervous systems
Develop self-awareness and self-acceptance

When children feel safe in their own bodies and minds, belonging in a group becomes more accessible.
This is why we place such strong emphasis on embodied well-being. Belonging is not just social. It is physiological, emotional, and deeply personal.

A Final Reflection for Practitioners
Belonging is not created through posters, themes, or one-off activities. It is built through intentional practice, relational safety, and consistent inclusion.

Children’s Mental Health Week offers a valuable pause point. A chance to reflect not just on what we teach, but how it feels to be in the spaces we lead.

Whether you are an educator, a yoga teacher, or a mindfulness practitioner, the question remains the same:

Do the children in my care feel that this is their place?
If the answer is “mostly”, well done! You are doing great!
And if it’s “I’m not sure yet”, that curiosity is where growth begins, perhaps ask the children you work with 🌱

If you’d like support here, reach out.

To get Well-Being Adventurers workshops or training in your education setting, email hello@wellbeing-adventurers.com

To get support as a children's well-being practitioner (yoga or mindfulness teacher) email julia@juliahankins.co.uk

]]><![CDATA[Enrichment Days: ParT Two]]>Thu, 29 Jan 2026 05:30:00 GMThttps://www.juliahankins.co.uk/blog/enrichment-days-part-twoEnrichment Days: Common Questions

Enrichment Days: Common Questions
I thought it might be helpful to answer some of the most common questions I’m asked about enrichment days.

Whether you are:

a school or nursery looking to book a well-being enrichment day, or
a well-being practitioner (such as a children’s yoga teacher or mindfulness teacher) who would like to deliver enrichment days yourself,

this blog will talk you through the practicalities and help you understand how enrichment days can work smoothly, safely and successfully.

The Space
I most often deliver enrichment days in school halls. Halls are brilliant because they allow me to set up yoga mats so each child has enough room to move, stretch and explore their bodies safely. This helps sessions stay fully interactive and movement-rich, which is a core part of Well-Being Adventurers.
That said, enrichment days don’t have to be limited to halls.
I know that in many education settings, space is at a premium, especially during enrichment weeks, activity days or curriculum drop-down days where lots is happening at once.
Over the years, I’ve delivered sessions in:

classrooms
sensory rooms
school libraries
outdoor spaces
and even inside a teepee

With clear communication and enough planning time, I can adapt sessions to suit the space available and I’m always happy to do that.

What makes a good space?
Although a hall is ideal, the space doesn’t need to be perfect. It does, however, need to be:

Safe
Clean
Quiet (or as quiet as a school can reasonably be!)

Let’s look at each of these in a bit more detail.

Safety and Space to Move
Movement is a key part of Well-Being Adventurers sessions. While I can adapt the types of movement we do, children will still be moving their bodies.
It’s important that:

there is enough room for the number of children in the space
children can move without bumping into furniture or each other

If the space is smaller, it may be safer to:

reduce group sizes, or
run more sessions across the day

Furniture in the Space
Sometimes sessions take place in rooms that contain other furniture, such as gym equipment, tables, or flip charts.
Ideally, furniture would be moved. If that isn’t possible, it’s really important that:

clear physical boundaries are set
expectations are shared with children
the adult leading the workshop maintains strong, calm structure

These things help everyone stay safe and focused.

One Space or Moving Around?
The ideal scenario is that enrichment sessions all take place in one space, with classes visiting on a rota. This maximises teaching time and reduces transitions.
However, I also understand that this isn’t always possible.
I do offer enrichment days where I move between classrooms if that’s what a school needs. The main thing to be aware of here is that:

moving between spaces takes time
this can slightly reduce session length

We can always talk this through in advance to decide what works best for your setting.

Cleanliness
Many of the spaces used for enrichment days have multiple purposes. For example, a hall might also be used as a dining area.
Because I provide yoga mats for my workshops, it’s important that:

floors are thoroughly cleaned before sessions

If I’m teaching in a space that isn’t clean, such as outdoors, this naturally changes how and what I teach. For example, I may choose not to use mats at all.
This is why communication ahead of time is so important. It allows me to plan sessions that are appropriate, comfortable and safe for children.

Quiet (or Quiet Enough)
Schools are wonderfully busy places, and complete silence is rare (and also slightly worrying!)
That said, there are some situations that aren’t suitable for the sessions I deliver.
For example:

I don’t share spaces with other activity providers
very noisy, multi-activity sports halls aren’t appropriate

A key part of a Well-Being Adventurers lesson is supporting children to connect with themselves. That becomes almost impossible if there is a lot of competing noise or distraction.

Organising the Day
On an enrichment day, I usually teach multiple classes across the day.
Schools can choose to:

organise the timetable themselves, or
ask me to plan the timetable for them

Many schools prefer to manage their own timetable because they know their setting best. Others appreciate having that taken off their plate.
If I’m creating the timetable, I always consider:

Timings

start of the school day
register times
breaktimes and lunchtimes
end of the school day

I’m also mindful that these timings can differ between year groups.

Other uses of the space
Most school spaces are used for more than one purpose. For example:

breakfast or after-school clubs
dining
break-time activities

Knowing this in advance helps ensure there is:

enough buffer time
no clashes
a calmer flow to the day

Other factors that affect the timetable
Sometimes other events impact certain year groups, such as trips or special activities.
I also take into account that:

younger children often take longer to transition
registration can take more time in EYFS and KS1

For this reason, I usually avoid starting the day with the youngest children where possible.
Schools are busy places with lots of moving parts, and thoughtful planning makes a big difference.

Communication is Key
The most successful enrichment days are built on clear, open communication.
When both the education setting and the well-being practitioner are clear about:

expectations
space
timings
and practical requirements

…the day runs more smoothly and children get the most from the experience.
When I deliver enrichment days, I always provide clear information for staff in advance so everyone knows what to expect and how to support the sessions.

Interested in an Enrichment Day? Are you a school or nursery looking to book a Well-Being Adventurers enrichment day?
👉 Get in touch here

Are you a children’s well-being practitioner who would love to offer enrichment days but would like some guidance and support?
👉At the moment, I'm running a special offer for a power hour to help you plan or organise your enrichment offerings. These meetings usually cost £250 but you can book one for just £97. Book online here

]]><![CDATA[Why Enrichment Days?]]>Thu, 22 Jan 2026 08:00:00 GMThttps://www.juliahankins.co.uk/blog/why-enrichment-daysEnrichment Days in Schools and Nurseries:
Why They Are Worthwhile

One of the services I offer through Well-Being Adventurers is enrichment days for schools and nurseries.

As I write this, I’m doing the behind-the-scenes preparation for upcoming enrichment days to support Children’s Mental Health Week, which takes place in the second week of February. These days always feel particularly meaningful, and they’ve prompted me to reflect on why enrichment days are such a valuable opportunity for children, staff, and wider school communities.

Whether you’re an educator considering booking an enrichment day, or a children’s well-being practitioner thinking about offering them, I hope this helps you see their value more clearly.

Raising the profile of children’s well-being
When schools and nurseries put on special events such as enrichment days, activity weeks, or themed learning days, there is often a noticeable shift in atmosphere. Being “off timetable” creates a sense of novelty and excitement for both children and adults. That positive energy matters.Importantly, this positivity becomes associated with the focus of the day.At Well-Being Adventurers, enrichment days are designed around themes of mental, physical, and emotional well-being. When an education setting makes space for a dedicated day like this, it sends a clear message:

This matters to us.

Raising the profile of children’s well-being in this way does two powerful things.

Firstly, it creates shared understanding. Children and adults are on the same page, knowing that well-being is important and something that can be talked about openly. This creates psychological safety and allows meaningful conversations to emerge, both in school and beyond. Children often go home talking about what they’ve experienced, opening up natural conversations with parents and carers too.

Secondly, these days recognise that children’s well-being and staff well-being are deeply connected.As part of many enrichment days, I also offer staff well-being workshops, creating space for adults to pause, reflect, and tend to their own nervous systems. When staff feel supported, seen, and valued, this has a direct impact on the emotional climate of the setting. Children benefit not only from what is taught to them, but from the adults around them feeling more resourced and regulated.In this way, enrichment days don’t just raise the profile of well-being for children, they support a whole-school approach, where everyone understands that well-being is collective, relational, and ongoing.

Access to specialist knowledge
When a school or nursery invests in an enrichment day, children benefit from subject-specific expertise delivered by a specialist.

As a former primary school leader, I’ve seen first-hand how valuable this can be. There is something genuinely powerful about welcoming someone into your setting who brings deep knowledge, passion, and lived experience in a particular area.
For children, this can:

spark curiosity
deepen understanding
introduce new ways of thinking about their bodies, minds, and emotions

For staff, it can:

provide fresh perspectives
validate existing practice
offer ideas that can be integrated long after the enrichment day has ended

These experiences often plant seeds that continue to grow well beyond the day itself.

Offering new and inclusive experiences
Enrichment days give all children the opportunity to take part in something special and different, regardless of their background.

This is particularly important for children from low-income or disadvantaged backgrounds, who may not have access to clubs, classes, or specialist activities outside of school. For some children, an enrichment day may be their only opportunity to experience practices such as children’s yoga, mindfulness, or structured well-being sessions.

I believe strongly that every child deserves access to rich, meaningful experiences that support their overall well-being, not just those whose families can afford them. Enrichment days help move towards levelling that playing field and move towards ensuring inclusion in the fullest sense.

A meaningful investment in children and school culture
When planned thoughtfully, well-being enrichment days are not “extras”. They are an investment.

They support:

children’s mental health and emotional literacy
a shared language around well-being
whole-school culture and values
staff confidence in supporting children holistically

For educators, they offer a focused, intentional way to prioritise well-being.
For well-being practitioners, they provide an opportunity to reach more children and make meaningful change within education settings.

Interested in enrichment days?

For children’s well-being practitioners
If you’re a children’s yoga teacher, mindfulness teacher, or well-being practitioner and would like support in offering enrichment days yourself:

🎁Free resource: The Special Dates Marketing Plan gives a suggested timetable of relevant dates to support schools with enrichment days.

👩🏻‍💻Get support: Why not book a Special offer mentoring meeting and get my help to set up your own enrichment days.

For educators and school leaders
If you’d like to book a Well-Being Adventurers enrichment day for your school or nursery, or would like to explore options around Children’s Mental Health Week or other key dates, please get in touch here: hello@wellbeing-adventurers.com

]]><![CDATA[end of year]]>Thu, 18 Dec 2025 05:30:00 GMThttps://www.juliahankins.co.uk/blog/end-of-yearClosing Out the Year: A Gentle Review Ritual for Kids’ Yoga & Well-Being Practitioners

Before we dive in, a quick birthday-month treat from me to you:

⚠️Use code DEC25 for 25% off all Well-Being Adventurers e-courses, video resources, and trainings until midnight on 19th December.⚠️
I’ll be updating and polishing several of my courses in the new year – and if you buy them now, you’ll automatically receive access to the refreshed versions.

Now, let’s settle into a cosy end-of-year review ritual together...

Why Reviewing Matters (Especially for Practitioners Like Us)
Working in children’s yoga and well-being is meaningful, heart-led work – but it’s also incredibly varied. We offer classes, workshops, school sessions, after-school clubs, trainings, events… and by the time December arrives, it is so easy to forget half of what we’ve actually done.

This gentle review is simply a way to pause, honour the year you’ve had, and look with curiosity (not criticism!) at what has supported your energy, your purpose, and your business.
All you’ll need is:

your calendar(s) or diary (no judgement if you have three… same here!)
post-it notes
a pen
a clear desk or one big piece of paper

Perhaps a cup of something comforting and any other special cosy things (incense, scented candle, crystals, chocolate!)- if you’d like to make it a cosy ritual.

Step 1: Gather Everything You Did This Year
Start by flicking back through your calendar or diary and writing down every offering or service that you delivered this year – one per post-it note. Not every individual class, but each type or series.
For example:

“After-school club at X School – 6-week block”
“Yoga and relaxation workshop – Y Community Centre”
“School PE well-being sessions – Autumn term”
“Practitioner training – Summer”
“One-off festival session”
anything else you offered or experimented with

Most people are surprised at how much they actually did. I always find things I’d entirely forgotten about! Seeing it all laid out is grounding and often encouraging.

Step 2: Sort Them into Three Honest Piles
Once you’ve written everything out, sort your post-its into three piles:
Yes – Offerings you definitely want to do again.
Maybe they filled you up, aligned beautifully with your purpose, or worked well practically.
No –Offerings you won’t repeat.
Not because they were “bad” – simply because they didn’t support you, your energy, your finances, or your values.
Yes, with changes –Offerings you might repeat, but with some tweaks.
This middle pile is often where the gold lies. It usually contains the “Hmm… I liked parts of this, but something wasn’t quite right” moments.

Step 3: Notice What You Learned
This step is all about curiosity, not self-judgement.
Look especially at your no and yes with changes piles. Ask yourself:

What didn’t work – and why?
What would I change next time?
What surprised me?
What overwhelmed me?
What delighted me unexpectedly?
What was worth the effort – and what wasn’t?

A personal example from my own review this year:
One of my practitioner trainings, The Well-Being Journey, happened to fall on a weekend with a huge firework display at the nearby castle, followed by a remembrance walk the next morning. When I booked the date, it aligned perfectly with my diary and the venue’s availability… but I didn’t think about the wider picture.
My learning? When planning events for next year, I’ll check not just the venue and my diary, but also what’s happening locally.

These are the nudges that quietly strengthen our work.
Write your learnings on post-its, in a journal, or wherever feels right.

Step 4: Celebrate What You’re Proud Of
This part is so often overlooked – but it’s essential.
Write down everything you’re proud of from this year. That might include:

classes that lit you up
workshops that went beautifully
a difficult situation you navigated
a moment you showed courage
a challenge you overcame
something new you tried
boundaries you set
growth you didn’t even expect

And remember: pride doesn’t just belong to the outwardly “successful” things.
Be proud of your persistence. Your learning. Your humanity.

Once you've written them down, take a moment to really savour them. In positive psychology, this is called savouring – lingering in a feeling so it can settle more deeply within you.

I like to mark this moment by lighting a candle, putting on gentle music, choosing a few favourite crystals simply because their colours make me happy, and enjoying a cup of cacao from my special mug. You might celebrate differently – a quiet walk, a cosy blanket, a warm bath, or simply sitting still for a moment.
However you do it, honour your year.

This Simple Review Sets You Up Beautifully for 2026
A mindful look back naturally becomes the foundation for planning ahead – but that’s a conversation for another day (and likely another video!).
For now, this is about closure. Gratitude. Awareness. And acknowledging just how much you’ve grown in 2025.

And Before You Go… A Little December Treat

✨ 25% off all Well-Being Adventurers resources, e-courses, and trainings until midnight on 19th December. ✨
Use code: DEC25

If you’d like to refresh your practice or get some supportive resources before the new year (and receive all the 2026 updates automatically), now is a lovely time to do so.

Wishing you a gentle close to the year, a cosy winter pause, and a moment to celebrate you and everything you’ve poured into your work.
With warmth,
Julia x

]]><![CDATA[my why]]>Thu, 11 Dec 2025 05:30:00 GMThttps://www.juliahankins.co.uk/blog/my-whyWhy I Do What I Do:
A Reflection for Children’s Well-Being Practitioners

⚠️BIRTHDAY DISCOUNT ALERT!⚠️
25% off courses and resources until midnight on December 19th.
Use the code: DEC25.
Available on....Self Paced Trainings and Resources

December always brings a moment of pause for me — a natural turning point in the year, and, as it happens, my birthday month too. And this year, as I celebrate another lap around the sun, I’ve been thinking deeply about why I do the work I do.
It’s something I often encourage other practitioners to reflect on as well, because our “why” shapes every decision we make — how we teach, how we hold space, how we show up for children, and how we take care of ourselves in the process.

So today, I wanted to share the real story behind my work, in the hope that it sparks something reflective and grounding in you too.

From Classroom Teacher to Well-Being Practitioner
Before Well-Being Adventurers existed, I spent many years as a primary teacher and school leader. I loved teaching, and I loved the children — but when I became a parent, everything changed.
Returning to education suddenly felt impossible.
My anxiety was overwhelming.
My confidence evaporated.
And although I had always been a good teacher, I suddenly felt as though all of the qualities that made me a strong teacher had leaked out of me completely.

Yoga, mindfulness and well-being practices — tools I had used throughout my adult life — became essential. They helped me find my footing when I felt lost, stretched, and disconnected from myself. In many ways, they carried me through.

Eventually, I reached a point where I realised I couldn’t go back to teaching in the way it was. My mental health, my family life, and my own sense of purpose needed something different. Leaving was a big decision, and a painful one, but it was also the first step towards choosing something that aligned with who I truly was.

Choosing to Teach What I Believe In
When I retrained in children’s and family yoga, it wasn’t just a career shift — it felt like coming home.

I wanted to do work that felt meaningful, grounded and true.

I realised that I could no longer teach things I didn’t personally believe in, or push children through systems that felt misaligned with their needs or mine.

What I share now comes from lived experience, research, compassion, and a genuine belief in the importance of these skills for both children and adults. That belief is what led me to complete my MSc in Mental Health and Well-Being in Education — to be sure that what I teach is grounded in evidence, not just opinion.
Everything I offer today — classes, trainings, resources — is based on what I know works, what I’ve seen make a difference, and what I wish every child and educator had access to.

The Ripple Effect: Why This Work Matters
One of the most powerful lessons I’ve learned over the years is that well-being work always ripples outwards.

A child teaches a breathing technique to their sibling.
A parent uses a relaxation strategy learned from their child.
A teacher brings a mindful moment into their classroom.
A practitioner adapts a session in a way that transforms a child’s day.
It spreads. Quietly, gently, but powerfully.

My master’s dissertation explored this ripple effect, and the research backed up what I’d been seeing in real life for years: when one adult learns these skills, they don’t keep them to themselves — they share them. And the impact unfolds far beyond the original setting.

This is the legacy of well-being work. Not a final “product,” but a widening circle of influence.

A Personal and Professional Legacy
Birthdays always make me think about legacy — what we leave behind, what truly matters, and what lives on in the people we’ve touched.

Recent losses in my extended family have brought this into sharper focus.
What do we pass on?
What do we stand for?
How do we shape the lives of the people we meet?
For me, my legacy isn’t about achievements or outcomes.

It’s about the hope that the children and adults I’ve taught feel even a little bit more equipped, connected, and cared for — and that the practitioners I train feel more confident, supported and grounded in their own work.
This is why I do what I do.

Your Turn: Why Do You Do What You Do?
I’d love to invite you into this reflection too.

You might already know your “why,” or perhaps it’s something that needs a bit of unearthing.

You might find it helpful to journal, take a mindful walk, or simply sit quietly with these questions:

What has brought you to children’s well-being work?
What personal experiences shape the way you teach?
What is most important to you when you hold space for children?
How do you hope your work ripples out into the world?
What do you want your legacy to be?

Your why matters. It sustains you. It guides you. And it helps you stay grounded during the inevitable challenges of this work.

A Little Birthday Gift to Support Your Journey
Because it’s my birthday month (🎉), and because I’m updating many of my trainings and resources in the new year, everything on my website — e-courses and digital resources — is 25% off throughout December with the code DEC25.

If you buy now, you’ll also receive all upcoming updates automatically.

If you’d like support with planning, behaviour, props, structure, or ready-made documents for your children’s well-being business, feel free to explore.

Thank you for being part of this community
This work is meaningful because of people like you — people who care deeply, who show up with compassion, and who want to make a difference in the lives of children.

I’m grateful to walk this path alongside you.
With warmth,
Julia x

]]><![CDATA[winter classes]]>Thu, 04 Dec 2025 05:30:00 GMThttps://www.juliahankins.co.uk/blog/winter-classes⚠️BIRTHDAY DISCOUNT ALERT!⚠️
25% off courses and resources until midnight on December 19th.
Use the code: DEC25.
Available on....Self Paced Trainings and Resources

Honouring the Season: Supporting Children (and Ourselves) in Winter Well-Being & Yoga Classes

December is here, and with it comes a huge mix of excitement, change, anticipation… and, quite honestly, exhaustion. If you’re teaching children’s well-being, yoga or mindfulness, you’ll already know that this time of year can feel a lot — for us and for the children we work with.

In many ways, the way we move through December in the UK is completely misaligned with what our bodies (and nature) need. Culturally, everything ramps up: school events, performances, assemblies, parties, pantomimes, “special days”, Secret Santa, Christmas jumper days — the list goes on. It’s beautiful (mostly!), but it’s also intense.

And for children? It can be completely discombobulating.
In this blog, I want to share some simple, practical, calming ways to support your winter classes — ways that honour the season, honour the children, and crucially, honour you.

Why Children Feel “More” in December
Whether you teach in schools, nurseries, community settings, or after-school clubs, you’ll likely notice a pattern: children in December can be a little more hyped, emotional, sensitive, distracted, or unsettled.
That’s because:

School schedules often shift dramatically.
There may be rehearsals, concerts, pantos, visitors, and assemblies.
Routines change and expectations rise.
Homes may feel busier, noisier, or more emotionally charged.
Children know “something is coming”, even if they can’t fully process it.

All of this impacts nervous systems — theirs and ours.
Our job isn’t to fix it… it’s to hold space for it.

1. Honour the Energy of the Season (and Your Own Energy Too)
Before you even think about adapting your classes, check in with yourself.

Are you tired?
Overwhelmed?
Busy in your head?
Juggling family things, gift-buying, or social commitments?
Feeling pressure to “make things special”?

Whatever is happening in you will impact the tone of your classes.
So instead of pushing through with lots of high-energy festive themes, consider leaning into what your body actually needs:

Slower transitions
Simpler sequences
More breathing
More stillness
More time before and after classes
Quicker, easier planning

If you need “less” — give yourself permission to offer less. Simplicity is not only enough — it’s often exactly what’s needed.

And share this with the children. Saying things like:

“I’ve noticed my head feels a bit full today, so we’re going to do a practice that helps us feel calmer.”

…teaches them self-awareness through modelling.

2. Acknowledge What the Children Are Experiencing
Children feel seen, safer, and more regulated when we acknowledge their reality.
Try:

A quick check-in as they arrive
A short partner talk (“Tell your partner one thing that’s been different in school this week”)
Space for them to share something that feels big or exciting
Gentle prompts rather than open-ended questions if time is limited

Letting children verbalise what’s swirling around them helps them process it — and reduces the pressure they carry into the class.

3. Explicitly Link Practices to How They Can Support Children at Home
Winter is a powerful time to reinforce the “why” behind your practices.
Explain:

When you feel overwhelmed at home, you can try this breathing technique.
If your mind feels busy before bed, this posture might help.
If things feel a bit loud or exciting, you can do this to slow your body down.

Making these connections not only deepens their understanding — it empowers them to use the tools beyond your class.

4. Make Your Class Environment Cosy, Calming, and Seasonal (Without Overwhelm)
We often default to “festive = exciting”, but “festive = cosy” can be far more supportive.
Some gentle, winter-friendly additions:

Blankets & warmth

Invite children to bring their own blankets or snuggly jumpers.
Use coats as blankets — puffy winter coats make excellent relaxation covers!
Hats or gloves can become pillows.

Soft lighting

Fairy lights
Battery-operated tea lights
(Most venues allow these, whereas plug-in items may have restrictions.)

Soft lighting instantly shifts the atmosphere into something nurturing.

Calming scents (optional)
If appropriate for your group:

Lavender on an eye pillow
A lightly scented relaxation object

(Always be mindful of allergies and sensitivities.)
Little touches can make your space feel luxurious without adding overstimulation.

5. Remember: “Special” Doesn’t Have to Mean Busy
It’s easy to get caught in the pressure to make December “magical”.
But magic does not have to mean:

louder
brighter
faster
more exciting

Magic can be:

quieter
slower
more spacious
more connected
more nurturing

Children crave that at this time of year — far more than they need yet another high-energy celebration.

A Final Note
As practitioners, we have a beautiful opportunity to offer children something they may not get anywhere else in December:
✨A moment of stillness.
✨A breath.
✨A sense of grounding.
✨A reminder that rest is natural and necessary.
Winter is a season that invites us inward. Let’s honour that invitation — for ourselves and for the children we teach.

As December is my Birthday Month (YAY!) I'm offering a special discount that is live from now up until midnight on December 19th.

You can get a massive 25% off courses and resources using the code: DEC25.

Many of these will be updated in 2026- and you will get the updated version too! Why not check out:
🧠 Self Paced Trainings
🎇 Resources

]]><![CDATA[it doesn't align!]]>Thu, 27 Nov 2025 06:30:00 GMThttps://www.juliahankins.co.uk/blog/it-doesnt-alignWhat to Do When Someone You’re Working With Doesn’t Align With Your Core Values

Welcome to the third video in my series all about core values in your business.

In the first video, we explored what core values are and why they’re important. In the second, I shared how to create your own core values. In this third part, I want to talk about what to do if you’re working with someone whose actions don’t align with your values.

This can feel tricky, especially as small business owners. Often, we want to help everyone, share our knowledge widely, or accept work because it pays the bills. But it can become problematic when you’re collaborating with a person, organisation, or setting that doesn’t reflect the values that are central to your work.
Here are some practical ways to manage this situation:

1. Make Your Expectations Clear
One of the most important things you can do is communicate your expectations clearly from the start.
When I work with a new setting—whether that’s a school, nursery, or adult workshop—I share a Frequently Asked Questions (FAQ) sheet. This is about practical details such as “What should I wear?” or “What is this session about?” but, crucially, it also includes what I expect from participants and staff.
This is really helpful because sometimes misunderstandings arise simply because the other adults don’t know what your boundaries are. Examples include:

Adults talking while you’re leading a session
Moving or handling children in ways you’d prefer they didn’t
Shouting or interrupting in the session

Providing clear written guidance ensures everyone understands what’s expected and reduces misunderstandings.
If you’d like, I have a document bundle full of letters, forms, and templates that you can adapt for your own sessions, complete with tips on how to use them effectively.

2. Understand What You Can and Can’t Control
I love the concept of the Circle of Concern vs. Circle of Influence, introduced by Stephen Covey.

Your inner circle contains what you can control—how you communicate, how you express your values, your boundaries, and how you respond.
The outer circle contains what you cannot control—how others act with that information, whether they follow your expectations, or the choices they make.

Focusing on your circle of influence helps you stay grounded. Sometimes your values and the way you express them will ripple out and influence others positively—but other times, they won’t, and that’s okay.

3. Decide What You Can Live With
Sometimes, despite your best efforts to communicate clearly, some behaviours may continue. This is where it’s important to consider what you can tolerate.
For example, in some schools I work with regularly, staff walking through the hall while I teach isn’t ideal—but it’s something I can live with and manage. In other cases, the misalignment may be more significant and cannot be ignored.

4. It’s Okay to Walk Away
If a setting, individual, or organisation repeatedly fails to respect your values, it is entirely acceptable to stop working with them.
Whether that’s a family attending your sessions who consistently ignore your boundaries, or a school, nursery or organisation whose practices conflict with your values, you have the right to choose where you invest your time and energy. You are the owner of your business, and you get to decide who you work with.

Key Takeaways

Communicate clearly: Provide guidance on expectations from the outset, if you aren't sure what this could look like, get my copy included in the Document Bundle.
Focus on what you can control: Your communication, behaviour, and responses.
Decide what’s acceptable: Consider what you can tolerate and what crosses your line.
Choose consciously: Walking away from someone who doesn’t align with your values is okay.

Your business should reflect your values and the way you want to work with others. Respecting your own values ensures you can continue to provide safe, compassionate, and effective well-being sessions for the people you work with.

I hope you found this useful. I’d love to hear your thoughts—please comment below or email me at julia@juliahankins.co.uk if you have any questions or want me to cover something specific in a future video.

]]><![CDATA[Discover your core values]]>Thu, 20 Nov 2025 06:30:00 GMThttps://www.juliahankins.co.uk/blog/discover-your-core-valuesHow to Discover and Create Your Core Values

In my last video and blog, I shared why core values are so important for your well-being business and what they are. Today, I want to dive into how to create or distill your core values.

Core values are the guiding principles that shape your business, your decisions, and the way you show up for others. They’re the heart of what you stand for. And the good news? You proabably already have them — you just need to uncover them.
Here are three practical ways to help you find your core values:

1. Explore Existing Lists
A simple first step is to Google “business core values” or search online for inspiration. You’ll find plenty of lists of potential values.
Jot down the words or phrases that resonate with you — those that feel true to who you are and what you believe. At this stage, don’t worry about narrowing it down. Gather as many as you feel drawn to.

2. Reflect and Free Write
Next, take some time to journal or free write about what’s important to you. Consider questions like:

What do I value most in how I work and live?
What matters to me in how I run my business?
What frustrates or repels me about other businesses?

Pay attention to the moments that make you feel uncomfortable, annoyed, or “icky.” These reactions are just as revealing as the things you love.
For example, maybe you’ve worked with a business that was dishonest, failed to deliver on promises, or communicated poorly. These experiences tell you something about what you value — and what you won’t compromise on.

3. Listen to Feedback
The third step is to look at the feedback you’ve received from others.

Read reviews on your business or social media pages.
Look at feedback forms from workshops or training sessions.
Reflect on the kind things people have said to you in person.

I personally keep a small notebook called my “Book of Sunshine,” where I jot down any heartwarming or meaningful comments I receive in my classes or training. Over time, certain words keep appearing — for me, “inclusive” comes up again and again. Sometimes we’re not aware of these traits because they’re so intrinsic to who we are.

Distilling Your Core Values
Now comes the magic: take all of the information you’ve gathered — lists, journal notes, feedback — and spend some time with it.

Look for repeated themes or words that feel particularly resonant.
Meditate or reflect on which words feel most “right” for you.
Aim to narrow it down to four to seven core values.

Four to seven is a manageable number — enough to be meaningful, but not so many that it’s hard to remember or live by.
Sometimes you’ll have overlapping ideas, too. For example, I once wanted both “honesty” and “integrity.” After reflection, I realised that integrity encompassed honesty, so I combined them.

Bringing Your Core Values to Life
Your goal is to identify words or short phrases that truly embody who you are and what your business stands for.

Draw inspiration from what people say about you and your work.
Reflect on your personal values and what frustrates you in other businesses.
Use lists from Google or other resources to spark ideas.

Once you’ve gathered everything, sit with it, reflect, and see which words feel authentic. These are your core values — the principles that guide every decision and interaction in your business.
For me, one of my core values is Forever Learning. It wasn’t easy to fit into one word, so I kept it as a short phrase. The key is to choose words or phrases that feel true to you.

I’d love to hear what your core values are! If you’ve already written them down, share them in the comments. Talking about values and seeing what resonates with others is a really powerful way to refine your own thinking.

]]><![CDATA[Core Values]]>Thu, 13 Nov 2025 06:30:00 GMThttps://www.juliahankins.co.uk/blog/core-valuesWhy Core Values Matter in Your Well-Being Business

In this post, I want to talk about something that might not often come up in conversation — but that I believe is absolutely essential to building a grounded, authentic well-being business: core values.

This topic came up recently during my Children’s Well-Being Practitioner Training — The Well-Being Journey — when we explored the idea of values and how they shape everything we do. I realised it’s something many practitioners haven’t consciously considered, yet it’s such a powerful foundation for running a purposeful and aligned business.

What Are Core Values?
Your core values are the fundamental beliefs or guiding principles that shape how you operate — in your business and often in life too.

They’re a way of saying, “This is what’s important to us. This is how we do things.”
Large organisations often publish their values proudly on their websites, but I believe they’re just as important — perhaps even more so — for small well-being businesses and sole traders. When it’s just you making the decisions, setting the tone, and showing up for your clients or students, your values become your compass.

They help you stay aligned, consistent, and authentic — especially when things get tricky.

My Core Values
At Well-Being Adventurers, and within my wider work as Julia Hankins Well-Being, I have five core values.
These are the principles that guide everything I do, from lesson planning and resource design to communication and decision-making:

Inclusion
Safety
Compassion
Integrity
Forever learning

It’s often suggested that between four and seven values is ideal — enough to give clarity without becoming overwhelming. These five feel right for me because they reflect both who I am and what I stand for, personally and professionally.

How Core Values Help with Decision-Making
Having clear values makes decision-making so much easier.
If I’m faced with a challenge, unsure about how to respond to a situation, or deciding whether to take on a new opportunity, I come back to my values and ask: Which choice aligns best with them?

For example, if a situation arises where a child might not be able to participate fully in a class, my value of Inclusion guides me. I’ll do everything possible — in collaboration with other adults — to make sure that child can take part in some way.
Sometimes it’s not possible, but that value reminds me to try, to look for creative solutions, and to make inclusion a conscious part of every decision.

Likewise, my value of Forever learning keeps me open and adaptable. I’m always reading, studying, and reflecting — and I don’t hesitate to adjust my teaching or training content when new research emerges.

For instance, I recently updated part of my Pathway to Calm training after further reading helped me understand a neuroscience concept more accurately. My value of learning and integrity made that decision simple: I needed to make the change.

Values Shape Practice and Behaviour
Values don’t just help with decisions — they also shape how things are done.
Take Safety, for example. It influences every stage of my practice:

Before a lesson, I conduct risk assessments and prepare the space thoughtfully.
During the session, I create an atmosphere where children feel safe — not just physically, but emotionally and mentally.
Afterwards, I reflect on how to maintain that sense of safety in future sessions. I communicate any issues that might compromise this with other relevant people.

Because safety is a core value, it’s not something I do by accident — it’s woven into every part of my process.

Values Support Growth and Collaboration
If you ever plan to grow your business — perhaps by training others, hiring support, or building a team — your values become even more important.

They help set clear expectations for behaviour, communication, and standards of practice. They also act as a filter — attracting the right people and gently repelling those who aren’t the right fit.

When you’re recruiting or collaborating, you can talk openly about your values. People who resonate with them will feel drawn to your work, while those who don’t will likely self-select out — saving everyone time and energy.

Values also help guide your decision-making during interviews or partnerships. If someone’s approach or attitude doesn’t align with your values — for example, if inclusion or compassion isn’t as central for them — you’ll know that collaboration probably isn’t the best fit.

Values Build a Clear Identity
Even if you’re a sole trader, having clear values helps define your business identity. It clarifies who you are, what you stand for, and how you want to be perceived.
And if you work as part of a team, shared values help create a collective voice — a shared understanding of “how we do things here.”

Values give your business heart and direction. They make it easier to communicate your purpose to others, and to stay true to yourself along the way.

Reflecting on Your Own Core Values
If you haven’t yet explored this for your well-being business, I really encourage you to take some time to reflect. Ask yourself:

What truly matters to me in my work?
What principles do I want to guide my decisions?
What do I never want to compromise on?

Jot down your thoughts, see what themes emerge, and start to shape your own list of values.
In my next post (and video), I’ll be sharing how you can create and refine your own core values so they truly represent you and your business.

If you’d like to chat more about this, or if you have any questions about your well-being practitioner journey, you’re very welcome to get in touch at julia@juliahankins.co.uk — I’d love to hear from you.

]]>