Domestic violence can affect a person’s sense of safety, bodily autonomy, confidence and trust in others. An ethical yoga class can offer movement, rest and connection without pressuring survivors to disclose their experiences or revisit traumatic events. Its purpose is to support choice, dignity and physical wellbeing while acknowledging that no class can replace specialist counselling, advocacy or domestic violence services.
Australian teachers and studio operators can create these conditions through clear policies, trauma-informed teaching practices and reliable referral pathways. Responsibility belongs to the whole organisation, including managers, reception staff, teachers, contractors and safeguarding personnel. Each person involved should understand their role in preventing abuse and responding appropriately when harm or disclosure occurs.
Begin by defining what the class can and cannot provide. A trauma-informed approach means recognising the effects of violence and avoiding practices that may disempower participants; it does not require students to reveal trauma histories, receive a diagnosis or participate in therapeutic exercises. Teachers should describe the class as a supportive movement space rather than a substitute for treatment.
Teachers should also avoid claiming that particular poses, breathing techniques or styles guarantee healing. Breath retention, intense stretches, inversion work and close physical contact may be uncomfortable or activating for some participants. Invite people to use comfortable breathing, pause any exercise, rest or leave whenever they need to, and avoid making these choices seem unusual.
Establish ordinary class aims that do not depend on personal disclosure. Gentle movement, strength, balance, relaxation and connection can be enough. If the class includes meditation, prayer, intention setting or group sharing, participation must remain optional. A survivor should never feel required to explain an accommodation, disclose why they are present or prove that a practice feels beneficial.
Consent should be active, specific and ongoing. Instead of asking, “Is everyone ready?”, offer clear options and allow participants to pass without explanation. This applies to posture changes, breathing practices, eye contact, paired work, verbal sharing and adjustments. Silence should never be treated as agreement, particularly when power differences, fear or language barriers may discourage a person from speaking.
Hands-on adjustments should not be the default. Any physical contact requires advance permission, a clear explanation of where it will occur and an immediate way to stop it. Even after permission has been given, the teacher should check in before touching because consent can change at any moment. Bolsters, blocks, belts, verbal guidance and self-adjustment provide safer alternatives for students who do not want touch.
Avoid language that implies submission, surrender or obligation to the teacher. Phrases such as “let go completely” or “trust the process” can conflict with a survivor’s need for agency and awareness. Offer grounding choices instead, such as feeling the floor, noticing the breath, using a hand on the chest or selecting a familiar movement. Teachers should model boundaries by accepting feedback, correcting harmful assumptions and declining requests that compromise safety.
Collect only the information needed to operate the class. A first name, contact method, relevant emergency information and payment details may be sufficient, and additional disclosure should never be a condition of participation. Explain how information will be stored, who can access it and the circumstances in which secrecy cannot be guaranteed. Australian teachers should consider the Privacy Act 1988, the Australian Privacy Principles and applicable state or territory privacy laws when handling health or sensitive information.
Photography, video recording, public testimonials and social media posts can expose a participant’s attendance or connection to violence. Prohibit recordings unless separate, informed and revocable consent has been obtained, and never use a survivor’s story as promotional material. Keep enrolment lists, incident notes and payment records secure. Shared reception systems should also allow discreet withdrawal from a class list without requiring the participant to explain their decision.
Physical security requires attention to the building as well as the people in it. Teachers should know how to reach exits, keep doors unlocked during sessions, provide suitable lighting and avoid isolating students with an instructor in a closed room. Offer a visible exit, access to toilets and a way to contact assistance. If home life may be monitored or unsafe, discuss how online classes, emails, phone calls and digital payment receipts could compromise privacy before suggesting them as alternatives.
An inclusive class accounts for disability, pain, fatigue, mobility limitations, language needs and different cultural expectations. Participants may use a disability support plan, NDIS funding or advice from a GP, psychologist or allied health professional. Ask generally about suitable variations rather than expecting a student with disability to educate the teacher. Offer accessible booking information, seating choices, suitable equipment and extra transition time without making accommodations conspicuous.
Local services and settings differ across Australia. In Sydney and regional New South Wales, teachers can maintain relationships with NSW Health sexual assault and domestic violence services. Victoria’s Safe Steps service provides specialist support, while Melbourne studios should account for shared spaces, public transport and access to private rooms. In Brisbane and Queensland, 1800DV Safe operates on 1800 800 737 and can direct participants to local support centres. In Perth, Adelaide and regional areas, national telephone support and telehealth can be useful, but teachers should check whether a participant’s home environment is private.
Cultural safety is particularly important for Aboriginal and Torres Strait Islander participants. Build relationships with local Aboriginal-controlled organisations and paid cultural advisers rather than expecting one community member to represent everyone. Do not require participants to identify as Indigenous, disclose family violence or use culturally inappropriate language. In multicultural communities, use professional interpreters rather than relatives when language support is needed, especially where a family member may be controlling or coercive.
If a participant discloses violence, listen without investigating, questioning their account or pressing for details. Thank them, acknowledge that they have spoken to you and allow them to decide what happens next. Offer water, a pause, a quieter space or contact with a trusted support person. A disclosure should not become a group exercise, teaching example or reason for other participants to speculate.
Confidentiality has limits. Explain before class when and how disclosures may be reported to a safeguarding lead, another authorised person or emergency services. Mandatory reporting requirements for children and at-risk adults vary between states and territories, so teachers should follow current local law and written procedures. If someone faces immediate danger, contact 000 for emergency assistance. Do not contact an alleged perpetrator, as this can increase danger and may interfere with a victim’s safety plan.
Record only the essential facts, using objective language and secure storage. Never promise an outcome that lies outside the teacher’s role. Display a current referral card in the studio and provide its details privately, so participants do not have to request support in front of others. Australia’s national sexual assault and domestic violence counselling line, 1800RESPECT on 1800 737 732, can assist adults and provide information about local services. Lifeline on 13 11 14 offers broader crisis support but is not a substitute for specialist domestic violence services.
Safeguarding should not depend on one teacher noticing a problem. Studios need written protocols covering enrolment, privacy, touch, disclosures, complaints, emergency response, contractor conduct and online teaching. Create a reporting route outside the teacher-instructor relationship where possible. Managers should respond to concerns promptly, protect complainants from retaliation and separate conflict management from teaching decisions.
Train staff together rather than providing policies to read alone. Scenario-based training can help reception staff avoid demanding explanations, teachers recognise coercion and control, and managers respond to disclosures. Maintain suitable insurance, first-aid procedures and public liability coverage, and document regular reviews of all referral contacts because service availability can change. Participants should be able to provide anonymous feedback about whether the class felt safe and respectful.
Align these systems with the International Yoga Alliance for Ethics Code of Ethics and charter so that ethical commitments are reflected in observable practices. Organisations can also use the alliance’s affiliate information to identify training, community support and professional connections. Regular audits should examine consent practices, complaint handling and access to referral pathways. When a policy fails, correcting it promptly demonstrates accountability more clearly than defensive explanations.
Make safety part of the class experience now. Review consent, privacy, safeguarding and referral procedures, appoint a responsible staff member and check that every listed service remains current. Provide teachers and reception staff with practical training, publish a clear complaints process and align studio policies with the International Yoga Alliance for Ethics Code of Ethics and charter. Use the alliance’s affiliate and community resources to strengthen support for teachers, therapists, advocates and survivors working toward safer, more respectful yoga communities.