A recent randomized controlled trial investigated whether practising yoga in the morning or evening produces different outcomes for sleep, mood, wellbeing, and lifestyle habits in young adults. The study involved 156 postgraduate students who were assigned to: - Morning tele-yoga (6–7am) - Evening tele-yoga (6–7pm) - Waitlist control Participants practised a structured 60-minute yoga programme, 5 days a week for 4 weeks. What did they find? Both morning and evening yoga improved wellbeing compared to doing nothing. Participants in both yoga groups reported: - Better sleep quality - Lower stress, anxiety and depression - Improved quality of life - Reduced anger and restlessness - Healthier lifestyle behaviours overall However, there were some interesting differences. Morning yoga seemed to have the edge for: - Reducing sleep disturbances - Increasing energy and feelings of restfulness - Encouraging healthier food choices and less junk food - Developing more "morningness" (earlier body-clock tendencies) - Increasing "sattva" traits, described as greater clarity, harmony and positive mental health Evening yoga showed a unique benefit. Participants reported a greater reduction in feelings of sadness compared with the control group. What might this mean for yoga teachers? Different times of day invite different qualities of practice. Morning classes may lend themselves well to: - Breath-led movement - Energising pranayama - Establishing intention - Building positive daily habits Evening classes may lend themselves well to: - Down-regulation - Reflection - Longer exhalations - Restorative and meditative practices So should we stop assuming all yoga classes should look the same regardless of when they're taught? The authors themselves suggest that more dynamic practices may be better suited to mornings, while slower, more meditative practices may fit evenings. One of the most interesting findings was that participants began making healthier lifestyle choices, even though they were never given advice about diet, sleep, or behaviour change. This raises a question worth exploring in classes, teacher trainings, or communities of whether yoga change behaviour because it gives us information, or because it changes our relationship with ourselves?

This study, "Yoga Professionals' Opinions about Yoga in Health Care" by Christiane Brems and colleagues (2026), did not investigate whether yoga is effective in healthcare. Rather, it explored what nearly 1,900 US yoga professionals think about yoga's role in healthcare and whether additional training or credentialing should be required for those working in clinical settings. What I found most interesting wasn't the support for yoga itself, but the discussion around training. Teachers with more advanced qualifications and those already working in healthcare settings were much more likely to believe that additional specialist training is needed when working with people facing health challenges. So, what makes someone qualified to work with people in a healthcare context? Is it: - More hours of training? - More certificates? - More experience? - Mentorship? - A healthcare qualification? - Or the ability to adapt yoga skilfully to the individual sitting in front of you? As someone influenced by the Krishnamacharya tradition, I'm reminded that yoga was always intended to meet the needs of the individual. Yet working with people living with cancer, trauma, chronic pain, heart disease, or mental health challenges clearly requires knowledge, humility, and appropriate boundaries. So, if you're a practitioner and not a teacher, what qualities do you look for in a yoga teacher when dealing with a health challenge? For teachers: - Where does your scope of practice begin and end? - What experiences have most prepared you to support students with health conditions? - Is a 200-hour training enough for healthcare settings? - What does "competent" actually mean in yoga? I'd love to hear your thoughts.

Dear Teacher, We’re halfway through the year. Not at the beginning anymore, where everything feels possible. Not at the end, where everything gets reviewed. This middle point is different. It’s where intentions either become embodied… or quietly fade into the background. So let me ask you, gently but honestly: What has actually stayed with you from the start of this year? Not what you planned. Not what you hoped, but what has stuck? Your teaching will always reflect your practice and your practice will always reflect your priorities. If things feel off, don’t overhaul everything. Just come back to one thing you know matters. One anchor. One rhythm. One small act of consistency. You don’t need a reset; you need a return. Still walking with you, Ann-See xo

Dear Teacher, May has a different feel. There’s more light, more movement, and a sense that things are opening whether we’re ready or not. And yet, not everything within us changes at the same pace as the season around us. Some parts of you may feel energised. Some parts may still feel slow. Some parts may not be ready to “step into” anything new just yet, and that’s the nature of seasons; both in the world and within ourselves. This month, rather than trying to match the energy around you, pay attention to your own rhythm. What is actually shifting for you? What is still asking for steadiness? What needs more space, not more push? Your teaching doesn’t need to mirror the external season perfectly. It just needs to be honest. Some classes may feel lighter, more expansive, whilst others may need to stay simple, grounded, and familiar, and both are appropriate. In many traditions, this time of year is about transition and change; even when it’s positive, it still requires awareness. So before you rush ahead, pause. Notice what is changing, what is staying, and teach from there. Much love ... Ann-See xo

Researchers explored something we all rely on in yoga: How do people judge stretch intensity? - Internal perception = “I feel a stretch here” / “this is my edge” - External perception = a teacher/therapist feeling “tension” in the body They compared the two using: - Hamstring stretch (hip flexion) - Shoulder stretch (extension) This was a small sample size, young adults and only passive stretching was tested. Key findings (translated for yoga) 1. “Feel your stretch” is valid… but not perfect. You can’t assume you feel what they feel. 2. Experience changes everything. More trained / more flexible participants had better awareness of their true edge. 3. Stretch tolerance ≠ stretch sensation. The “Edge” is partly psychological, not just physical. 4. Upper body awareness is weaker 5. Consistency matters more than method What this really means for yoga teaching 1. “Go to your edge” needs better teaching. That cue is too vague for many students. 2. Beginners need guidance, not just freedom. 3. Hands-on assists are not neutral as you could take someone further than they’d choose. 4. Build stretch literacy. Flexibility is not just physical; It’s learned perception. So your teaching should include what they are feeling, where is the resistance?, etc. 5. Consistency beats complexity. Don’t confuse students with mixed signals