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Argues these practices support emotional regulation, strengthen relational trust, and help create sustainable teaching environments by helping educators attune to bodily stress responses and notice or regulate emotional reactions. Examines teacher leaders’ role in advancing these practices through well-being-centered and sustainability-focused leadership models. Includes practical strategies for integrating somatic reflection and embodied tools, contributing actionable support for sustaining practice and leadership over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/somatic-embodied-practices-for-teacher-leadership-and-well-being-a-poetry-integrated-approach/578643/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/somatic-embodied-practices-for-teacher-leadership-and-well-being-a-poetry-integrated-approach/578643.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do somatic embodied practices support teacher well-being and resilience?","Question",{"text":112,"@type":113},"They engage the body to help educators attune to stress responses and notice or regulate emotional reactions. The practices are presented as supporting emotional regulation and deeper relational connection.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is teacher leadership considered important for advancing these practices?",{"text":117,"@type":113},"Teacher leaders set the tone for school culture and professional learning while carrying instructional and emotional labor. The paper argues leadership models should prioritize well-being and sustainability to make implementation sustainable.",{"name":119,"@type":110,"acceptedAnswer":120},"What definition and framework of well-being does the paper use?",{"text":121,"@type":113},"Well-being is defined as simultaneous, balanced, and contextually sensitive satisfaction of personal, relational, and collective needs. It is also understood through a socio-ecological model operating across interrelated layers: individual, interpersonal, organizational, community, and policy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},578643,1792178387,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Lead with the Body: Somatic Embodied Practices for Teacher Leadership and Well-being  \nKachine Suzanne Kulick  \nUniversity of Colorado, U.S.A.  \nThis manuscript explores the role of somatic embodied practices in promoting teacher well-being and resilience in educational contexts. Drawing from research in education and somatic therapy, the paper argues that somatic embodied practices support emotional regulation, enhance relational trust, and create sustainable teaching environments. By positioning teacher well-being as foundational, this study highlights how somatic embodied practices help teachers and teacher leaders attune to their bodies, notice stress responses, and simply notice or regulate emotional reactions. The role of teacher leaders in advancing somatic embodied practices is also explored, advocating for leadership models that prioritize well-being and sustainability. Practical applications, such as somatic embodied practices, provide strategies for integrating these approaches into teacher reflection and fostering well-being. This work contributes to the scholarship on teacher well-being, offering actionable tools to support educators  \nin sustaining their practice and leadership roles over time.  \nKeywords: Somatic embodied practice, teacher leadership, teacher well-being,  \nembodiment, reflection  \nPoetic Interlude 1: Rooted Signals  \nTrees commune through mycorrhizal networks of intelligence; the innate perceptiveness of the elements of Mother Earth in communicative concert. These networks, under the radar to the human eye, provide nutrients, sustenance and warnings across space and time. Similarly, we humans, upright like trees rising to the sun; our nervous system akin to mycorrhizal networks send signals through the body of relaxation, alertness, fight, or flight to attune us to the unseen rhythms of connection, danger, and grace.  \nIntroduction  \nTeaching and learning are not confined to the mind alone; they emerge through the heart, body, and emotions (Anzaldúa, 2015; Anzaldúa & Moraga, 1981; Johnson, 2022; Maté, 2022; Menakem, 2017) . Yet educational systems often privilege intellectual rigor at the expense of emotional, bodily, and spiritual dimensions. This imbalance can contribute to emotional dysregulation, binary thinking, and disembodiment in both students and educators (Berila, 2014, 2015; Cariaga, 2019; Shapiro, 1999; Sosa-Provencio et al., 2020) . As Fosco et al. (2023) note in their literature review on teacher leadership and well-being, neglecting the impact of leadership responsibilities on teacher leaders without prioritizing their well-being can hinder the effectiveness of teacher leadership and contribute to burnout and attrition. Therefore, to truly center well-being in educational practice, an integration of intellectual understanding with embodied, emotional, and spiritual engagement is a necessity.  \nSomatic embodied practices are approaches that engage the body to support awareness, healing, and integration. Some examples of somatic embodied practices are pausing, deep breathing, pausing, visualization, humming, rocking, orienting to the room, and engaging in  \nmovement (see Table 1 for additional practices) . In the field of somatic therapy, these practices ground learning in the body and have been shown to support emotional regulation, reduce stress, and foster deeper relational connection (Immordino-Yang & Damasio, 2007; Levine, 1997; Van der Kolk, 2014) .  \nTeacher leaders, educators who maintain classroom teaching while also taking on leadership roles, set the tone for collaborative school culture, professional learning, and justicecentered reform (Wenner & Campbell, 2017). Yet they often carry the dual burden of instruction and emotional labor, heightening their risk for burnout and disconnection. For leadership to be sustainable, well-being must be at the center for teacher leaders and teachers, which ultimately impacts students’ well-being and academic success.  \nAs current poli","cbCaimj9otb020S0","https://ap.wps.com/l/cbCaimj9otb020S0","pdf",141975,"English","# Introduction\n## Teacher well-being as a foundation\n## Somatic embodied practices and embodied regulation\n# Teacher leadership and sustainable well-being\n## Emotional labor, burnout, and attrition\n# Framework for well-being\n## Socio-ecological layers and contextual needs\n# Methodological role of poetic interludes\n## Poetry as central embodied knowledge-making","[{\"question\":\"How do somatic embodied practices support teacher well-being and resilience?\",\"answer\":\"They engage the body to help educators attune to stress responses and notice or regulate emotional reactions. The practices are presented as supporting emotional regulation and deeper relational connection.\"},{\"question\":\"Why is teacher leadership considered important for advancing these practices?\",\"answer\":\"Teacher leaders set the tone for school culture and professional learning while carrying instructional and emotional labor. The paper argues leadership models should prioritize well-being and sustainability to make implementation sustainable.\"},{\"question\":\"What definition and framework of well-being does the paper use?\",\"answer\":\"Well-being is defined as simultaneous, balanced, and contextually sensitive satisfaction of personal, relational, and collective needs. It is also understood through a socio-ecological model operating across interrelated layers: individual, interpersonal, organizational, community, and policy.\"}]","Somatic Embodied Practices for Teacher Leadership and Well-being - A Poetry-Integrated Approach | PDF",1792034136,48]