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From Safe Space to Brave Space: A Mindfulness Teacher’s Call to Compassionate Courage

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From Safe Space to Brave Space

A Mindfulness Teacher’s Call to Compassionate Courage

Within mindfulness and compassion teaching, much emphasis is placed on creating safe space—a container of presence where participants are invited to arrive as they are. Yet the world in which we teach is not always safe. It is marked by grief, injustice, and collective trauma that enter the room with every participant. In such a climate, the invitation is not only to create safety, but to evolve that safety into brave space—a space where truth, vulnerability, and justice-centered compassion are welcomed and held with care. There is a deeper invitation available to us: to nurture such a profound inner safety that it becomes the foundation from which we step into the world with courage, truth, and compassionate action. Safe space, when embodied, naturally evolves into brave space.

The First Safe Space Is the One Within

Humans are hard-wired for safety. Before we can be brave, we must feel rooted enough to withstand discomfort, complexity, and difference.

Cultivating that inner refuge begins not with perfection, but with curiosity. With knowledge. With a willingness to see ourselves clearly.

A Short Guided Practice: From Safe to Brave

1. Find your posture—sitting, standing, or lying down. Place your hands softly where they feel at ease.

2. Notice. Breath, sensations, subtle shifts. No need to fix anything—just witness.

3. Inhale slowly through the nose. Fill to the top. Pause. Feel your strength.
Exhale gently through the mouth, drawing the belly inward. Pause. Begin again.

4. Return to a natural rhythm. Notice the transition between breaths. Let your body be a safe place.

5. On the next breath, bring your palms together at your heart. Imagine holding something fragile and sacred. Feel tenderness.

6. Open the palms toward your chest like a mirror. Let your hands reflect the truth and compassion living in your heart right now.

7. Gently close the palms again, holding your intention. Soften your body.

8. Open your eyes or let them brighten if already open. Inhale into the safe space you have created. Feel its presence inside you.

9. Let your hands lift above your head, then circle outward and back toward your heart—expanding your field of safety into a wider brave space.

Here, in this breath, bravery lives.

 

Teaching in Times of Collective Pain

Moments of societal crisis—especially those involving racialised violence and systemic injustice—bring heightened emotional charge into the learning space. Participants may arrive with grief, outrage, numbness, fear, or weariness. Teachers, too, carry their own responses. Rather than suppressing or bypassing these realities, mindful facilitation invites grounded acknowledgement.

This approach aligns with the spirit of “Brave Space” articulated by community facilitator Micky ScottBey Jones, whose poem An Invitation to Brave Space emphasises that while no space can be entirely safe, it can be held with courage, love, and collective responsibility. The poem encourages practitioners to stand together in the imperfect work of healing, rather than seeking protection through silence. (Link included in the resource section below.)

Naming Suffering Without Causing Harm

Injustice and systemic oppression cannot be addressed through silence. For many mindfulness teachers, especially those navigating racial dynamics or confronting their own social conditioning, there can be a hesitancy to speak. However, unacknowledged suffering often deepens harm.

A justice-informed teaching approach encourages:

  • Awareness before intervention — Teachers first attune to their internal responses to suffering and injustice.

  • Acknowledgment over avoidance — Naming the presence of pain in the room without centering personal discomfort.

  • Enquiry over certainty — Asking with humility rather than teaching from authority.

  • Compassionate witnessing — Allowing participants’ experiences to be held with respect and without defensiveness.

A brave space does not demand disclosure or emotional labor from marginalised participants. Instead, it creates conditions where what needs to be spoken can be spoken, and where silence can also be honored as a form of self-protection and agency.

Embodied Practice: Moving From Safe to Brave

Mindfulness teachers can support this transition through practices that ground participants in the body before engaging in dialogue. Simple forms of breath awareness, compassionate hand placement at the heart, or visualising safety within the body can establish enough internal stability to approach difficult truths with less reactivity.

Embodying safety allows teachers and participants alike to approach conversations about injustice not as intellectual debates but as felt experiences—rooted in humanity, dignity, and shared presence.

Toward a Compassionate Pedagogy of Justice

The work of building brave spaces in mindfulness teaching is not about perfection. It is about presence, responsibility, and an unwavering commitment to hold suffering with compassion while refusing to turn away from the systems that create it.

A justice-centered mindfulness pedagogy recognizes that:

  • Inner refuge supports outer courage.

  • Self-compassion fuels resilience for sustained engagement.

  • Naming suffering is a necessary step toward collective healing.

  • Brave space is co-created through humility, listening, and care.

As teachers, the invitation is to continue cultivating our own safe inner spaces while extending that safety outward in the form of courageous, compassionate action. In this way, mindfulness is not withdrawn from the world, but is deeply responsive to it.

Resources for Further Study and Teaching

▶ An Invitation to Brave Space — Micky ScottBey Jones
https://onbeing.org/poetry/an-invitation-to-brave-space/
A grounding poem widely used in justice-centered facilitation. Useful to open or close mindfulness sessions dealing with vulnerability and collective suffering.

▶ The Inner Work of Racial Justice — Rhonda V. Magee
https://www.rhondavmagee.com/
Explores how mindfulness and compassion practices can support racial awareness, healing, and social transformation. A key text for mindfulness teachers engaging with justice work.

▶ White Awake – Educational Resources on Race and Mindfulness
https://whiteawake.org/
Offers mindfulness-based workshops and resources specifically for those racialized as white to understand conditioning, privilege, and how to hold space responsibly.

▶ Anguish and Action – Obama Foundation
https://www.obama.org/anguish-and-action/
Provides educational resources and calls to action related to racial justice, designed to support those seeking to move from awareness into meaningful engagement.

▶ How I Learned to Stop Worrying and Love Talking About Race — TEDx Talk
(Search: title + TEDx)
A talk encouraging self-compassion and courage when engaging in conversations on race—helpful for teachers navigating fear of saying the wrong thing.

▶ Trauma-Informed Mindfulness Toolkit — Center for Trauma & Embodiment
https://www.traumasensitiveyoga.com/resources
A collection of resources on creating safer facilitation environments, integrating somatic awareness, and avoiding re-traumatization in mindfulness spaces.

▶ Rhonda Magee on Mindfulness and Race — On Being Interview
https://onbeing.org/programs/rhonda-magee-mindfulness-and-racial-healing/
A deeply reflective conversation on how inner practice meets systemic suffering, suitable for teacher inquiry and reflection.

▶ Black Liturgies — Cole Arthur Riley
https://www.instagram.com/blackliturgist/
A contemplative practice archive rooted in Black liberation theology and embodied spiritual care. Offers language for holding sorrow and resistance in sacred space.

▶ Mindfulness in Movement Spaces — BIPOC-Centered Facilitation Tools
(Search community-based organizations like The Nap Ministry, Healing Justice Lineages)
Provides examples of how rest, embodied presence, and mindfulness are being reclaimed in activist and BIPOC-led healing traditions.

The History and Origins of Mindfulness

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The History and Origins of Mindfulness

Explore mindfulness, from the buddha, to yoga and it's great journey to the western world.

Mindfulness is often thought of as a modern wellbeing practice, but its history stretches back thousands of years. At its heart, mindfulness is the simple yet profound act of paying attention to the present moment with openness, curiosity, and acceptance. While today it is often taught in secular settings—such as schools, workplaces, and healthcare—it has deep spiritual and philosophical roots in ancient traditions.

Ancient Beginnings

Mindfulness can be traced back to early Indian traditions, most notably Hinduism and Buddhism. Both traditions placed emphasis on awareness, meditation, and the cultivation of presence as a way of living in harmony with the world.

Hinduism and the Vedic Tradition

Hinduism is one of the oldest surviving religious traditions, with origins reaching back over 4,000 years. Within the Vedic texts, we find early references to meditation, breath awareness, and practices designed to steady the mind. These were seen as pathways to self-realisation and union with the divine. Texts such as the Bhagavad Gita speak of living with focus, balance, and discipline—principles that strongly resemble what we now describe as mindfulness.

The Buddha and the Central Role of Mindfulness

Around 2,500 years ago, Siddhartha Gautama—the Buddha—developed teachings that placed mindfulness (sati in Pali) at the very centre of the path to liberation. In Buddhism, mindfulness is one of the steps of the Noble Eightfold Path, described as the way to reduce suffering and cultivate wisdom.

Here, mindfulness was not just a practice for quiet moments on a meditation cushion, but a way of living: being aware of one’s body, feelings, thoughts, and surroundings in each moment. This understanding of mindfulness as both a meditative practice and a guiding principle for daily life has shaped how it has been taught across generations.

Mindfulness and Yoga

Yoga, which also has its roots in the Indian tradition, overlaps significantly with mindfulness. Beyond the postures that are so well known in the West today, yoga has always been a wider philosophy aimed at uniting body, mind, and spirit. Many yoga practices, such as breath awareness (pranayama) and meditation, are essentially mindfulness in action.

Research today continues to show that people who practise yoga often report higher levels of mindfulness, demonstrating the close relationship between these two ancient paths.

 

The Journey to the West

While mindfulness has been practised in Eastern cultures for thousands of years, its introduction to the West has been more recent. From the mid-20th century onwards, teachers such as Thich Nhat Hanh, a Vietnamese Zen master, began to share mindfulness in accessible ways that could be understood outside of a Buddhist framework. His writings and teachings brought mindfulness into everyday language, with an emphasis on compassion and simple, daily practice.

Another key figure in this journey was Jon Kabat-Zinn, who studied with Buddhist teachers and later developed Mindfulness-Based Stress Reduction (MBSR) in the late 1970s. His work helped bridge Eastern wisdom with Western science, opening the door for mindfulness to be used in hospitals, schools, and beyond.

Alongside Kabat-Zinn, teachers like Jack Kornfield, Sharon Salzberg, and Joseph Goldstein founded centres such as the Insight Meditation Society, helping to embed mindfulness practice in Western contexts while keeping its Buddhist roots visible.

A Universal Human Practice

Although Buddhism and Hinduism are often highlighted in discussions of mindfulness, it is important to remember that similar practices of contemplation and presence exist across many traditions. In Christianity, Judaism, and Islam, there are forms of prayer and reflection that encourage present-moment awareness. This shows that mindfulness is not exclusive to any one religion, but rather a universal human capacity that can be nurtured in many different ways.

Mindfulness Today

Today, mindfulness is taught in a wide variety of settings—from meditation centres to community groups, schools, and healthcare services. For some, it is a spiritual path; for others, it is a practical tool for reducing stress and cultivating wellbeing. What remains constant is the essence: bringing awareness to the here and now, with kindness and curiosity.

A Takeaway

When we practise mindfulness today, we are joining a lineage that stretches back thousands of years. Whether it is through quiet meditation, mindful breathing, or simply paying attention as we wash the dishes, we are taking part in a tradition that has been passed from generation to generation.

Mindfulness, at its heart, is about being fully alive in the present moment. Its history may be long and complex, but its practice remains beautifully simple.

Further Reading and Resources

Here are some excellent places to explore the history, philosophy, and practice of mindfulness in more depth:

Mindfulness & Neurodivergence: What to Know, What to Watch Out For, and What to Do

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Mindfulness & Neurodivergence

What to Know, What to Watch Out For, and What to Do

If you’re teaching mindfulness, you probably already know how powerful it can be. But working with neurodivergent people sometimes means rethinking the usual assumptions, adapting things, and being extra attentive to how our participants are experiencing the practice. Here are some of the things you might want to think about, and some simple tweaks to help the group stay connected, safe, and benefitting.

What the Research & Lived Experience Suggest

Before jumping into the “how,” it helps to know what studies and people are telling us.

  • Feasibility and benefit: Mindfulness-Based Stress Reduction (MBSR) adapted for autistic adults shows it can be acceptable, feasible, and helpful — with reduced stress and better coping (PMC study).

  • Potential adverse effects: Some neurodivergent people report that certain practices worsened anxiety or felt overwhelming (Mindful.org).

  • Sensory & attention differences are key: things like sensory overload, fidgeting, or needing to move can strongly influence how mindfulness is experienced (Time Timer blog).

  • Adaptations improve outcomes: shorter practices, clearer structure, sensory adjustments, and flexible delivery often make mindfulness more accessible (Autistica research).

Find out more

Potential Pitfalls You Might Run Into

  1. “Stillness = peace” assumption — long silent sits can feel like distress, not calm (Autism Research Institute).

  2. Ambiguous instructions — metaphors may confuse more literal thinkers (ADDitude Magazine on ADHD & mindfulness).

  3. Sensory overload — light, sound, smell, temperature can derail focus (NHS Autism sensory differences).

  4. Emotional overwhelm — mindfulness can bring up trauma or dysregulated states (Frontiers in Psychology: Adverse effects).

  5. Attention/executive function challenges — difficulty sustaining practice between sessions (CHADD on ADHD mindfulness).

  6. Fear of failing — feeling they’re “bad” at mindfulness when the mind wanders (American Mindfulness Research Association).

Some Simple Steps & Tricks You Might Try

  • Shorten practices: Try 3–5 minutes rather than 20. (Psychology Today)

  • Movement options: Walking meditation, yoga, even pacing or fidgeting can count (Harvard Health).

  • Sensory-friendly environments: adjust lighting, allow headphones/earplugs, comfortable seating (National Autistic Society).

  • Clear, literal instructions: avoid heavy metaphors; offer concrete anchors like “notice where your feet touch the floor.”

  • Structure & predictability: give written outlines, visual schedules, time warnings (Autistic Self Advocacy Network).

  • Normalize variation: remind people there’s no “right” way. (Mindful.org).

  • Adapt homework: micro practices, daily-life mindfulness, phone reminders. (Greater Good Science Center).

Why It Matters

When you adapt, you’ll likely see:

  • Better attendance & retention

  • More comfort and safety in the group

  • Deeper engagement and less dropout

  • A richer, more inclusive mindfulness space

And truthfully — these changes help everyone, not just neurodivergent participants.

Find out more

Extra Resources for You to Explore

Mindfulness Teachers Association MTA

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The Mindfulness Teachers Assocation (MTA)

The UK's Primary Professional Body and Register of Accredited Teachers of Mindfulness

The Mindfulness Teachers Association (MTA) is the UK’s largest and leading professional body for accredited mindfulness teachers.

They are committed to upholding the integrity, quality, and accessibility of mindfulness teaching across the UK and beyond.

As a not-for-profit, volunteer-led organisation, the MTA exists to support teachers, protect participants, and promote best practices in mindfulness-based approaches. The aim is simple: to ensure that anyone teaching mindfulness does so with the skill, compassion, training, and ethical foundation that the practice deserves.

Why the MTA Exists

At present, mindfulness teaching is not regulated in the UK. This means there are no official governing or regulatory bodies to oversee the training or practice of mindfulness teachers.

The MTA was created to fill this gap — by offering a free, trusted, and inclusive register for mindfulness teachers who meet professional training and ethical standards. The aim is to support both new and experienced teachers by fostering a vibrant community, sharing resources, and advocating for high-quality teaching.

 

Who Can Join?

The register is open to all mindfulness teachers who have:

  • Successfully completed recognised and externally accredited training in teaching mindfulness-based courses.
  • Demonstrated a commitment to personal mindfulness practice and ethical teaching.

 

What the MTA Offers

  • Free Professional Register
    A public and transparent register of teachers who meet the MTA’s training, ethical, and professional criteria.
  • Community Support
    A growing network of dedicated mindfulness professionals who support one another with compassion and mutual respect.
  • Ethical & Professional Standards
    They offer clear Best Practice Guidelines and a Code of Ethical Conduct to ensure safety, accountability, and excellence.
  • Advocacy and Guidance
    They work to raise public awareness and help organisations and individuals find trustworthy, well-trained mindfulness teachers.
  • Ongoing Development
    They encourage lifelong learning through Continuing Professional Development (CPD) and reflective Mindfulness Supervision.
Find out more

All MTA Registered Teachers Agree to:

Find out more at mindfulnessteachers.org.uk

Looking Ahead

As the field of mindfulness teaching continues to grow, the MTA remains committed to ensuring its credibility, accessibility, and ethical foundations.

They are constantly evolving to meet the needs of teachers and the communities they serve — and they welcome collaboration with training organisations, researchers, and practitioners to do so.

What Qualifications Do I Need to Teach Mindfulness?

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What Qualifications Do I Need to Teach Mindfulness?

In an increasingly distracted world, mindfulness has become a powerful and popular tool for supporting mental health, emotional resilience, and overall wellbeing. As interest grows, so too does the need for well-trained, ethical, and compassionate mindfulness teachers. But what qualifications do you actually need to teach mindfulness?

Let’s break it down — from the importance of face-to-face training, to supervision, CPD, accreditation, and the latest research and standards.

Why It Matters: Mindfulness Teaching Is a Responsibility

Mindfulness isn’t just a technique — it’s a way of being. Teaching it effectively requires more than a personal practice or a weekend workshop. Responsible mindfulness teaching involves a solid foundation of personal experience, deep training, and ongoing reflective support.

Mindfulness is increasingly being used in clinical, educational, and community settings — and with vulnerable populations. This makes it crucial that teachers are well-qualified, ethically grounded, and professionally supported.

Contact us

Core Qualification Path: Face-to-Face Teacher Training

One of the most respected and comprehensive ways to qualify is by completing a structured, face-to-face mindfulness teacher training programme, such as the Mindfulness Now Teacher Training.

Why Face-to-Face Training?

  • Embodied teaching: You learn directly from experienced teachers who model mindfulness in action.

  • Group dynamics: Practising with peers mirrors the environments you’ll teach in.

  • Immediate feedback: Your skills are observed and nurtured in real time.

  • Community: You build relationships and networks that continue long after the training ends.

 

Find out more at mindfulnessnow.org.uk

Mindfulness Now is one of the UK’s leading face-to-face training providers, offering in-depth training in both Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) approaches. The programme is recognised by the Mindfulness Teachers Association (MTA), the UK’s primary professional body for mindfulness teachers.

Beyond the Qualification: Ongoing Support is Essential

A reputable training course is just the beginning. To teach mindfulness responsibly and sustainably, you should also commit to:

Supervision

Supervision is a space to reflect on your teaching, get feedback, and grow. It’s especially important when working with complex client needs or in professional settings like healthcare or schools.

Mindfulness Now Supervision 

CPD (Continuing Professional Development)

CPD helps you stay current with evolving research, techniques, and ethical standards.

Some examples:

Belonging to a Professional Body

Membership of the Mindfulness Teachers Association (MTA) connects you with a wider community of practice and sets you apart as a registered, supported, and accountable teacher.

The MTA provides:

  • A professional register of qualified teachers

  • CPD opportunities

  • Ethical guidelines

  • Peer support and networking

What Do the Experts Say?

The MTA Best Practice Guidelines provide a gold standard framework for training and teaching. They include:

  • Commitment to personal practice

  • Minimum recommended hours of teacher training

  • Ongoing supervision and CPD

  • Use of evidence-based programmes

  • Adherence to the ethical code

If you’re considering training, make sure your chosen course meets or exceeds these standards.

Can You Teach Mindfulness Without a Qualification?

Technically, mindfulness teaching in the UK is not regulated — anyone can call themselves a mindfulness teacher. But this makes professional qualifications even more important. Choosing an accredited programme and being part of a register like the MTA protects both you and your students.

Frequently Asked Questions (FAQs)

Can I teach mindfulness if I’ve only done an online course?

Online training can be a ideal way to train to teach mindfulness, but make sure the online training offers live ‘face to face’ classroom style learning and experiential training as is considered essential for skill development and embodied teaching. 

Do I need to be a therapist or health professional?

No — mindfulness is taught in many contexts, including education, business, and the community. What’s essential is appropriate training, ethical awareness, and scope of competence.

What is a mindfulness-based programme (MBP)?

These are structured mindfulness based programmes courses like MBSR or MBCT and the Mindfulness Now 8 week programme, designed to build mindfulness skills over 8 weeks. The Mindfulness Now Programme is an accredited MBP that blends these approaches.

Further Reading & Research

Ready to Get Started?

If you’re passionate about sharing mindfulness and want to do it with integrity, skill, and support, explore:

By becoming a qualified, supported mindfulness teacher, you’re not just offering techniques — you’re offering a way of life. Let your teaching be grounded in authenticity, research, and heart.

Additional Resources on Mindfulness and Research

If you’d like to learn more about the science behind mindfulness and its benefits, here are some trusted resources and articles you might find valuable:

🧠 NHS – Mindfulness
https://www.nhs.uk/mental-health/self-help/tips-and-support/mindfulness/
An accessible introduction from the NHS, covering what mindfulness is and how it can help with stress, anxiety, and depression.

📘 The Mindfulness Initiative
https://www.themindfulnessinitiative.org
A policy institute working to bring mindfulness into public life – includes research summaries, policy briefs, and education resources.

📖 Oxford Mindfulness Foundation – Research Hub
https://www.oxfordmindfulness.org/research
Explore cutting-edge mindfulness research, including studies on MBCT and mindfulness in schools, workplaces, and healthcare.

📊 American Mindfulness Research Association (AMRA)
https://goamra.org
A comprehensive database of peer-reviewed mindfulness studies with regular research summaries and scientific updates.

🎓 University of Massachusetts – Center for Mindfulness
https://www.umassmed.edu/cfm
The birthplace of MBSR – includes educational content, research articles, and training opportunities.

🧩 Neuroscience of Mindfulness – Greater Good Science Center (UC Berkeley)
https://greatergood.berkeley.edu/topic/mindfulness/definition
Articles on how mindfulness changes the brain and supports emotional and cognitive health.