Cultivating Awareness and Resilience in Education
A unique professional development program that helps teachers handle their stress and rediscover the joys of teaching. CARE was developed by Patricia Jennings, Christa Turksma and Richard C. Brown with support from the Garrison Institute. The goal of CARE is to meet the specific needs of K-12 teachers. CARE offers teachers and administrators tools and resources for reducing stress, preventing burnout, enlivening teaching and helping students thrive socially, emotionally and academically. We offer a four-day retreat at the Garrison Institute, a series of weekend sessions or a three-day model with follow-up.
CARE honors the lives of teachers and the daily challenges and stresses that they face. CARE was developed by teachers and for teachers. It has carefully been refined by feedback from teachers in Colorado, Pennsylvania, New York, Maryland, Ohio, California and Washington State. Learn more about organizing a CARE workshop.
Recently an adapted version of CARE has been developed and implemented to meet the unique needs of principals and administrators. CARE for Administrators has now been used with principals and administrators in Pennsylvania, Ohio, and British Columbia.
CARE Retreats offer innovative training for teachers and introduces an evidence-based set of practical skills. These skills will help you reduce stress, improve your mental concentration and emotional awareness and facilitate responsiveness. You will be able to apply these in the classroom so you can consistently be the caring, compassionate teacher you are. These skills include relaxation, movement, deep listening, emotion-awareness training and much more.
CARE holds retreats & workshops on mindfulness for teachers
CARE holds retreats & workshops for education administrators
Since it was developed in 2007, CARE has been studied in a series of rigorous studies examining the impacts of CARE on teacher, classroom and student outcomes. The results of this research have been published in 5 peer-reviewed journal articles. These include the results of both quantitative and qualitative analyses.
“CARE for teachers was a profound experience…I deepened my listening skills, which has allowed me to be less reactive both personally and professionally. I also came to know myself better through this program…I wish all teachers would consider CARE for their personal well being in these stressful times and to help the children they inspire. It was a life changing experience.”