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The College of Continuing & Professional Education and the College of Education at California State Dominguez Hills is offering a wellness development opportunity for educators to learn, practice, and enact wellness strategies to better care for themselves, students, and school communities. With ongoing stressors impacting our learning spaces and communities, there has never been a more fertile time to center wellness in education. The application for the Fall 2026 Cohort of Critical Embodied Wellness (CrEW) for Educators is now available. Application is due May 3!

Course Objectives

Participants will cultivate Critical Embodied Wellness…

• Theory: Identify various ways to engage in personal and collective care in their particular school contexts, and the barriers that get in the way of wellness, based on interdisciplinary research on trauma-informed care and healing justice.
• Practices: Apply embodied strategies to clarify values and purpose, strengthen relationships and resistance to systems of oppression, and deepen classroom instruction.
• Community: Utilizing a cohort model, each session will provide ongoing opportunities for deep connection through the use of small wellness inquiry groups, as well as differentiated choices for integration that include guest speakers, online discussion forums, and check-in sessions with course facilitators.
• Transformation: Through the integration of theory, practice, and community, participants will develop a vast toolkit for change and an understanding that we need to transform both the self and systems in order to build more sustainable containers of care in education.

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Course Structure

Through a cohort model, participants will engage in a 6-part series of orientation and monthly class meetings following a framework of 4 I's:

• Internal foundations: Focusing on the inner work of self care, participants will learn and practice embodied strategies for sustainability and wellness, reflecting on how their work habits and coping strategies have been shaped by micro- and macro-contexts, to enhance their capacity to care for themselves and their respective communities.
• Interpersonal relationships: Drawing from restorative justice frameworks, participants will learn about strategies for healthy communication, generative conflict, and embodied boundaries within peer-peer and teacher-student relationships.
• Instructional applications: Participants will learn about trauma and healing-informed strategies for the classroom, developing radical emotional literacy practices to serve the holistic needs of diverse students.
• Institutional interventions: Integrating learning from the first three parts with scholarship on trauma-informed leadership and healing justice, participants will reflect on structural interventions to provide the necessary conditions for educators to care for themselves, colleagues, students, and communities.

Through exploring and practicing these frameworks at an embodied level, participants will learn tangible strategies to cultivate the pillars of humanizing pedagogy — a knowledge and love of self, self-determination, and solidarity (Camangian & Cariaga, 2021) — for themselves, students and communities.Ìý

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Course ScheduleÌý