5 Ways to Create a Trauma-Informed Teaching Space to Promote Safety, Dignity and Empowerment for All

These recommendations are from Emily Aygun’s webinar ”Creating a Trauma-Informed Teaching Space to Promote Safety, Dignity and Empowerment for All.” IPIA members can view the entire webinar at this link.

In the world of pole dancing, students get “real naked, real quick”—both physically and emotionally. As instructors and studio owners, creating a safe and empowering environment isn’t just good practice—it’s essential for helping students thrive in this uniquely vulnerable sport.

Emily Aygun, founder of Altius Pole Studio in Bend, Oregon, shared her expertise on creating trauma-informed teaching spaces. Having experienced her own journey from a reluctant first-timer (who called the studio crying from the parking lot) to studio owner, Emily brings both professional training and personal insight to this critical topic.

What is Trauma-Informed Teaching?

A trauma-informed approach recognizes the widespread impact of trauma and creates paths for healing. It doesn’t mean you’re acting as a therapist—rather, you’re creating a space that acknowledges trauma without retraumatizing students.

Becoming someone’s therapist is well beyond the scope of a pole instructor, but ignoring someone’s history isn’t the answer.

In recent years books like Bessel van der Kolk’s “The Body Keeps the Score” and other books that are more sensitive to trauma survivors especially survivors of color like “The Pain We Carry” by Natalie Y. Gutierrez or “The Deepest Well” by Nadine Burke Harris show us how interconnected the mind and body truly are.

Key Principles for Trauma-Informed Pole Studios

1. Consent is Non-Negotiable

Before any physical contact:

• Ask if you can approach their space.
• Request specific permission to touch particular body parts.
• Renew consent every class, not just once.

This practice empowers students with control over their bodies and experience—a crucial element for those who may have experienced trauma. Some students may not grant consent for a spot. As a coach and teacher, you will have to develop ways for these students to self-spot.

Consent also applies to photos and video. If students are allowed to film themselves during classes, here are a few things to remind students:

• Not everyone is comfortable letting the world wide web see their pole outfits.
• If someone is in the background of a video you want to post online: either edit them out, cover them with an emoji/sticker, or ask their permission before you post.
• Never tag anyone without permission.

Consider having an official consent policy. Read more about those at this link. <NEED LINK>

2. Create Welcoming Spaces

Simple practices make a tremendous difference:

• Orient new students to your studio (where’s the bathroom, water, etc.)
• Consider lighting (harsh lighting can trigger body image issues, while too-dim lighting can create anxiety)
• Provide private ways for students to share injuries or limitations (like a Physical Activity Readiness Questionnaire). Read this post on asking about injuries. <NEED LINK>

3. Respect Clothing Choices

Some students may not be ready to wear the typical pole shorts and tops, which can trigger anxiety or trauma responses. Instead of calling them out:

• Offer modifications that work for their current clothing.
• Provide alternatives (sticky pants, socks instead of heels).
• Remember that some trauma survivors may need to keep shoes on to feel safe.

Instead of thinking about clothing choices as a limiting factor, allow your creativity to take hold and create modifications or new pathways that work with what a student feels comfortable wearing.

4. Modify Your Communication

How you speak to students matters tremendously:

• Never call out students’ “mistakes” in front of the class.
• Offer regressions and progressions privately.
• Use inclusive language that doesn’t assume gender or body parts. Read this post for creating a gender-inclusive space. <NEED LINK>
• Frame modifications as “alternate options” rather than “easier versions.”

5. Be Authentic but Professional

Students look to instructors as role models:

• Avoid body-shaming yourself or others.
• Share appropriate parts of your journey while maintaining professionalism.
• Celebrate students’ achievements that you know they’ve struggled with.

Final Thoughts

By implementing trauma-informed approaches, we create spaces where everyone can explore movement safely, find community, and experience the transformative power of pole dancing.

Pole can be many things—it can be a workout, an artistic expression, and a way to regain autonomy after a trauma, but only if we practice trauma-informed teaching.

Whether you’re a seasoned instructor or studio owner, these principles create better experiences for everyone who walks through your door—and that’s something worth celebrating.