Partner with usClimate, retention, engagement, and belonging improve through humanizing education. We help build the conditions where people can learn, lead, and stay.
The schedule leaves little room to slow down. Behavior gets named and punished faster than systemic conditions do. We know the patterns well because we continue to work inside them.
The industrial-aged design of education was built to sort, assimilate, and move children efficiently, and it's still doing exactly that.
What shifts a community is liberatory practice. Practice in how we ground ourselves, and how healthy relationships are sustained. Practice in how conflict is addressed and repaired. Practice in how learning becomes human again.
Twenty minutes, virtual, no cost. We guide your staff through one SEL practice — grounded in the body, the kind that moves what a hard week leaves behind — and leave you with it to keep using. Teams can run it to open a meeting, to reset after something difficult, or to close a day that took more than it gave. In-person sessions are booked as workshops.
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The University of Chicago Consortium's January 2026 study of Chicago students in grades 6–11 — found that school climate is now more closely tied to attendance than it was before the pandemic. This is one of many studies that confirms the importance of healthy relations - how students connect with peers and teachers, whether they find meaning in their classes, whether they feel safe, and how connected teachers and parents are to each other.
Every engagement includes a planning conversation, facilitation rooted in the four pillars, somatic practice throughout, follow up integration and take-home materials. Schools cover travel and lodging for in-person work, and substitute coverage where it's needed. Virtual available for most formats. Multi-school rates on request.
In May 2026 we spent two days with the teaching staff of Pedro Albizu Campos High School in Chicago — close to thirty educators at the end of a school year.
We opened by honoring the lands: the Potawatomi, Odawa, and Ojibwe homelands the school sits on, the generations of Boricua families in the neighborhood, the Taíno ancestors of Borikén, and Pedro Albizu Campos himself, whose name the building carries. Then we built an altar together. Each person brought an object from home and named an ancestor into the room.
The teaching was somatic SEL — how the nervous system actually works, what the body holds and where, and the practices that move it through. We engaged in Liberation Theater: small groups with scenarios from their school, building restorative responses together and acting them out.
The room filled with laughter. Play showed up. And inside that play, the real conversations came — about how to see each other, how to lean on each other, how much they had in common that they'd never said out loud. People left saying they understood their colleagues differently. More compassion and togetherness. A felt sense that they were actually a team.
This is Liberated Learning alive and at work.
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