Power dynamics in the yoga student/teacher relationship
Power dynamics in the yoga student/teacher relationship Ashtanga yoga
“Is it okay if I don’t do my full practice today?”
As a Mysore teacher, this is a question I hear often. For a long time, I didn’t view it as particularly problematic or significant. But over the years—especially as I’ve deepened my understanding of trauma-informed approaches—I’ve come to recognise how this simple question reflects deeper power dynamics within the yoga student-teacher relationship.
So what are power dynamics, and why do they matter in this context?
Power is the ability of an individual or group to influence or direct others. Power dynamics refer to how this influence plays out in relationships and interactions—and they are present in every social space, including our Yoga Shalas.
Our identities—such as race, gender, class, body size, ability, and more—shape how power is distributed in any given situation. These identities don’t exist in isolation; they intersect and interact in ways that determine how we are perceived and treated within broader societal systems. These systems, often rooted in structural oppression, tend to elevate certain identities while marginalising others.
How Power Manifests in the Yoga Space
Power dynamics are present in every interpersonal interaction and are especially relevant in teacher-student relationships. In the yoga space, teachers hold what's referred to as expert power—the influence derived from specialised knowledge, skills, or training. Practitioners come to class seeking guidance, often placing trust in the teacher's expertise.
This power carries responsibility. Many individuals come to yoga seeking healing and may be navigating physical, emotional, or psychological vulnerability. As such, yoga teachers must not only offer knowledge but also foster a space of relational and embodied safety.
An embodied experience—central to yoga practice—requires a sense of security. If a practitioner is in a heightened stress response (fight, flight, freeze, or fawn), embodiment and presence are impossible. Teachers, therefore, have a responsibility to both share the practice skillfully and to cultivate a container a sense of safety.
Recognising the Imbalance of Power
Teacher-student relationships inherently involve a power differential. If left unacknowledged or unchecked, this imbalance can create environments where students feel disempowered to make choices in their own best interest. This may include:
Feeling unable to rest when needed
Pushing through discomfort or pain
Accepting hands-on adjustments they’re not comfortable with
Hesitating to question or decline teacher suggestions
These dynamics, when mismanaged, can result in harm—emotionally, physically, or otherwise.
Unfortunately, the yoga world is not exempt from systemic issues. Many modern yoga lineages, including Ashtanga, have documented histories of physical and sexual abuse. Survivors have bravely spoken out in recent years, shedding light on longstanding patterns of harm and silence. These cases underscore the importance of examining power and privilege within yoga spaces.
Strategies for Addressing Power Imbalances in Yoga
While some level of hierarchy may always exist in teacher-student relationships, there are conscious choices teachers can make to reduce the risk of disempowerment and cultivate safer, more inclusive environments.
1. Centre the Practitioner’s Wellbeing
Teachers must consistently ask themselves whether their actions prioritise the students’ needs or their own assumptions, expectations, or ego. Questions for self-inquiry include:
Am I centring the practitioner’s wellbeing?
What are my motivations in offering a particular cue or adjustment?
Am I open to the student doing something different from what I suggest?
How do I respond when students decline my guidance?
In many traditions—particularly those rooted in lineage-based stuctures like Ashtanga—new teachers may feel pressure to "follow the rules." While structure can offer clarity, it should not override responsiveness to individual needs. The ability to adapt and remain student-centred is a marker of a maturing teacher.
2. Use Invitational Language and Offer Choices
Invitational language and choice-making are foundational in trauma-sensitive yoga, particularly in modalities like Trauma Centre Trauma-Sensitive Yoga (TCTSY). These tools help restore agency—especially for those healing from relational trauma, where power and bodily autonomy may have been compromised.
Even in traditional or Mysore-style classes, teachers can integrate choice-based language to support autonomy:
Instead of: “Now do [pose].”
Try: “If you’d like to, you could explore [pose].”
Offering options without implying a “right” or “better” choice supports students in making informed decisions for their own bodies. This might sound like:
“You could try version A or version B—or experiment with both and see what feels right.”
Sharing the rationale behind teachings is another way to invite collaboration. When students understand why a particular technique is suggested, they’re more empowered to make choices that serve them—both in and beyond the practice
3. Obtain Ongoing, Informed Consent
Consent—particularly for physical adjustments—should be clear, ongoing, and freely given.
In Mysore-style settings, teachers can normalise consent conversations by:
Explicitly stating that hands-on assistance is optional
Encouraging students to advocate for their needs
Explaining the purpose behind any physical assistance
In led classes, where relationships are often less established, many teachers opt not to offer physical assists. While consent cards are increasingly used, it's important to recognise that some students may feel uncomfortable having to Opt Out and may feel pressure to conform.
It’s up to the teacher to create a space where Opting Out is as culturally acceptable as Opting in.
4. Examine Teacher Identity
Power in the yoga space is not just about expertise. Identity also plays a role—teachers may be afforded authority based on characteristics such as race, gender, age, body type, accent, or cultural background. Conversely, other aspects of their identity may be subject to marginalisation.
Teachers should reflect on how both their privileged and marginalised identities show up as they move through the world, and the impact these have in different teaching contexts. This is painful and confronting internal work. it requires lifelong commitment to unpick the legacy of colonialism, racism, patriarchy, and ableism within ourselves. This practice is reflected in commitment to the yogic principles of Ahimsa (non-harming) and svadhaya (Self-Study).
5. Establish and Maintain Clear Boundaries
Students may idealise or romanticise their teachers, especially where teachers are viewed as authority figures or spiritual guides. It’s the teacher’s responsibility to hold healthy boundaries and examine the ethics of relationships formed within the teaching space.
Professional boundaries include:
Being transparent about the teacher-student dynamic
Avoiding romantic or sexual relationships with current students
Recognising how perceived favouritism can impact group dynamics
In psychotherapy, ethical guidelines prohibit romantic relationships between therapist and client for a significant period after the professional relationship ends. Similar standards can and should be considered in yoga teaching, particularly in spaces where trauma and vulnerability are present.
6. Stay Humble Through Ongoing Study
The deeper one studies yoga—its philosophy, history, and spiritual underpinnings—the clearer it becomes how much remains to be understood. As the saying goes:
“The more I learn, the more I realise how little I know.”
Sanskrit texts, yogic philosophy, and embodied wisdom traditions have deep roots and vast scope. Most contemporary yoga teachers, especially those (like myself) who can’t read Sanskrit, are working with a small fraction of the total teachings available.
This recognition encourages humility. The true teacher is not the one teaching asanas; it’s the practice itself, unfolding within each practitioner.
Final Thoughts: Creating Spaces of Empowerment
Teaching yoga is not only about guiding physical movement—it’s about holding space. This role carries weight, especially when working with diverse or vulnerable populations. A yoga teacher’s responsibility is not to be perfect but to remain curious, reflective, and committed to learning.
By cultivating student agency, questioning authority structures, and continually examining our own motivations and identities, yoga teachers can contribute to a more ethical and inclusive practice environment.
Blog updated Sept 2025
