Avoiding Assumptions

for a Safer and More Inclusive Environment

Today I wanted to share something that’s really close to my heart: assumptions.
One of my core values — both personally and within Well-Being Adventurers — is safety. We aim to create safe, welcoming spaces where every child feels seen, accepted, and valued. But assumptions, even when unintentional, can undermine that safety.

So, I want to gently explore the kinds of assumptions that can crop up in our classes — and offer kinder, more inclusive alternatives.

Gender Assumptions
Let’s start here, because this one really matters to me.
In my own family, I have people whose gender identity is different to the gender they were assigned at birth. I’ve seen first-hand how painful and unsafe assumptions can feel.

The truth is: you can’t know someone’s gender unless they tell you. Gender expression (how someone looks or dresses) doesn’t equal gender identity. So, in my teaching, I always try to use gender-neutral language. It’s fairer, safer, and more respectful.
Instead of:

• “the boy” or “the girl”

Try:

• “the child in the blue top”
• “our yoga friend doing tree pose”
• “they” or “them”

You’ll never get it wrong using “they/them” — and it works for everyone, whether they’re cisgender, trans, or non-binary. It’s a small shift, but it makes a huge difference in helping all children feel included.

Assumptions About Family Structure
Not all children live with a mum and dad.
Some may have two mums, two dads, one parent, foster carers, grandparents, siblings, or even live in group homes or adoptive families. And not all children feel loved, supported, or safe at home — sadly, that’s the reality for some.
So, I avoid phrases like:

• “Ask your mum or dad...”
• “When you get home to your family...”

Instead, I might say:

• “Share this with your grown-ups.”
• “You could try this at home with the people who care for you.”
• “Imagine being with someone who makes you feel safe and calm.” (in a relaxing story for example)

Inclusive language like this gives space for every child’s lived experience.

Cultural & Religious Assumptions
This is one I often see in schools — assuming that all children celebrate the same festivals or hold the same beliefs.
I’m not religious myself, and my classes include children from many backgrounds. So, I avoid theming sessions around specific holidays like Easter or Christmas, unless I know it’s relevant and appropriate. Of course, you can explore these themes, but do it mindfully.
Also, remember: some children may not be able to join in with certain activities due to their cultural or religious beliefs — so be open to that. And if you ever need it, I’ve created a helpful Yoga & Religion letter in my Document Bundle to support conversations with families or schools where there are concerns.

Language, Communication & Learning Styles
Please don’t assume a child understands you — or that if they don’t respond, they’re being “naughty”.
They might:

• Be new to English.
• Have speech or language difficulties.
• Be neurodivergent.
• Have experienced trauma.
• Be feeling anxious or dysregulated.

Last week, I found myself repeating an instruction several times before I realised a child didn’t speak any English — and I hadn’t been told beforehand. I felt awful!
I try to ensure that in my classes I use:

• Visual aids (pose cards, picture cards, soft toys etc.)
• Gestures (thumbs up, smiling, demonstrating)
• Clear, simple language spoken slowly
• Multiple ways of giving instructions — because children learn in different ways

If a child doesn’t respond, stay curious, not critical.

Physical & Neurological Assumptions
Not all children can sit still, follow multi-step instructions, or hold balance poses — and that’s okay.
Some children need to move to concentrate. Fidgeting isn’t misbehaving — it might be their way of staying focused. That’s why I include props in my classes — to give children something to hold, squeeze, or engage with during stillness or storytelling.
And don’t be fooled by stillness, either. A child sitting perfectly still might be daydreaming, zoning out, or dissociating — it’s not always a sign of attention.
You may wish to build flexibility into your classes:

• Offer movement options
• Allow fidgeting

Redefine what “focus” looks like.

Economic Assumptions
When teaching in schools, especially where sessions are free to families, be mindful of economic differences.
Not every child has been on a holiday, has toys at home, or access to extras. I avoid saying things like:

• “Did you go away over half term?”
• “You could ask your parents to buy you a yoga mat.”

Instead, I focus on:

• What they can do in class
• Free ways to practise at home (like breathing or stretching)

Also, a gentle reminder: we mustn’t assume our own privileges are shared by others — even other adults in our field. This is a life long learning for me.

🌟 Final Thoughts
We all make assumptions. It’s part of being human. But as kids’ yoga teachers, we have a beautiful opportunity to unlearn some of those automatic habits — and replace them with curiosity, compassion, and inclusive language.

Let’s aim to make every child feel truly seen and safe in our classes — no matter their gender, family, culture, ability, or background.

Julia