Educational constellations set complex problems in schools

in motion in a simple way.

They can be used to shape the school's educational vision 

or to test plans in advance.

You achieve good results with lively, restless pupils.

A few words of explanation

Why keep struggling on in a difficult relationship? Why keep wearing yourself out on that case that never seems to get resolved? Why keep walking around with that uneasy feeling? Why suffer from the noise of your class? Why lie awake over a situation that seems impossible to solve? The list of why-questions is endless. 

The answer is simple. It can be different. With educational constellations you can make the underlying dynamics hidden behind your why-questions visible. This helps you understand what is really going on, which is something other than what you thought was going on. When you see the underlying dynamics clearly for yourself, your inner view of the situation changes. As you know, you cannot change someone else, but you can change your own outlook. This has an almost immediate effect on the situation in question. It starts to move. It evolves. The situation becomes easier to handle or disappears altogether. The tension that caused an imbalance is neutralised. 

Educational constellations take less time than other problem-solving methods and their effect is almost immediately noticeable. They bring colour and movement into rigid patterns that no longer work. Schools, school leaders, teachers, students or parents receive answers other than the ones they think they already know. 

The possible applications of educational constellations are truly endless. You can set up any theme at any level. They are used as an effective tool for support and policy, helping you to stand more powerfully in your role, benefiting the pupils, making learning easier, raising school performance and improving the cooperation between pupils, teachers, school leaders and parents. Constellations are a valuable addition to the expertise a school already has.

An educational constellation is not a theoretical model. You can talk about it, but that is not enough. You need to have taken part to know how this way of working broadens your view and brings movement and healing. Together with other education professionals, we work on setting problem situations in motion or exploring new plans. An experience you won't want to miss. This is something you really have to be part of. Is your school taking part? Are you one of the pioneers helping to carry this enlightening way of working into schools? Whatever role you have, you deserve to do your work in a pleasant, calm and yet dynamic way. Don't let this opportunity pass you by, and become part of one of the greatest yet most loving (r)evolutions in education.

My aim is to make educational constellations widely known in schools and in every place where people work with children and young people. Systemic knowledge brings great benefits and saves time.

Professional needs in schools

What is the value of educational constellations and how can this method support your personal and professional development?

1. Personal and professional growth 

‘Are you ready to gain new insights into your role as a head teacher or teacher?’

Educational constellations offer a unique opportunity to reconsider and deepen your own position within the education system. Discover how your personal growth contributes directly to your effectiveness and fulfilment in your role.

2. Challenges

‘Are you faced with challenges in the classroom that you have no answer to?’

Through educational constellations you can approach complex and persistent problems in the classroom in a new way, bringing to light hidden dynamics and solutions that were not visible before.

3. Relationships and communication

‘Would you like to improve the dynamics between you and your staff or your pupils/students?’

With educational constellations you discover deeper layers in your relationship with your colleagues or your pupils. This insight helps you develop more effective communication strategies and create a more positive working and learning environment.

4. Personal well-being and resilience

‘Do you want to stay resilient in the ever-changing world of education?’

These constellations offer a space to explore sources of stress and personal challenges, so that you develop strategies to strengthen your resilience and support your well-being in your professional life.

5. Innovation and inspiration

‘Are you ready to be inspired by new teaching techniques?’

Educational constellations encourage you to think outside traditional frameworks, which can lead to innovative approaches and inspiring techniques that you can apply in your everyday school practice.

6. Impact and influence

‘Are you curious how your personal development can transform education?’

Educational constellations show how personal development and professional skills go hand in hand in creating a positive impact on education.

What you can expect

What you can expect is tailored guidance from someone who knows the field of education, with attention for the situation you would like to untangle. You enter a safe setting that offers a good foundation for your question and the emotional process you go through. A constellation can be quite intense, but afterwards you experience a sense of relief, you stand more firmly on your feet and you look at things from a different perspective. 

Who is it for?

For all levels. For all education professionals.

School leaders, middle management, teachers, students, lecturers, educational advisers, education coaches, pupil guidance centres, policymakers,...

For everyone who…

• Wishes to increase their own professionalism.
• Wants to use systemic insights for the way the class and school work.
• Wants to simplify complex problems.
• Works with children and young people in any context.
• Wants to see the challenges of schools evolve in a beautiful way.
• Is the dad, mum, grandparent, aunt or friend of a child.
• Wants to make education lighter.
• Wants to free themselves from limiting patterns.
• Wants to work less hard and achieve more.
• Wants to achieve tangible results.
• Wants to see pupils and students in their true potential. 
• Wants to optimise policy.
• Wants to step out of traditional problem-solving methods.
• Wants to be part of a loving (r)evolution.
• Wants to help every person shine in their radiant strength.

What you can set up

Any question you have can be set up in a constellation. You will find a few examples below.

• Stress.
• Lack of motivation in your class.
• Classroom management.
• Too much or too little personal involvement in your work.
• Bullying and truancy.
• Learning difficulties.
• Concentration problems.
• The functioning of a subject team.
• Introducing a new method.
• Restlessness in children, young people and adults.
• Too many problems following one after another.
• Staff turnover.
• Testing decisions and possibilities.
• Choosing staff.
• Heavy emotions in children, young people and adults.
• Difficulty functioning, burnout, depression.
• And much more…

What you take away

• An experience that contributes to luminous awareness and luminous schools.
• A release from heavy emotions.
• A feeling of lightness.
• A new perspective.
• A tangible change in the situation.
• A tangible change in yourself and in the others involved.
• Insights that contribute to luminous education.
• A contribution to pioneering work.
• A changing view of the current approach to children and young people.
• A changing view of how adults and children currently function.
• Insight into what does work.
• Being able to do your work more easily.
• The further unfolding of the movement towards a solution in the months that follow.
• More colour and movement in your own way of thinking, feeling and acting.
• A radiance of joy.

If you would like to explore how systemic constellations work in more depth,

the transformation programme ‘A systemic view beyond stress at school’ is what you are looking for. 

What participants say

• J (Teacher): I have understood that change at school happens from the inside out. Then I begin to shine. That's why I do it. I feel relieved and grateful.
  
  
• S (Glunderjuf) : I'm looking forward to what is to come in our school. 
  
  
• A (Teacher): I gained a lot of insights, both for myself and for others.
  
  
• B (Glunderjuf): I feel enriched to have done constellations with several colleagues from our school.
  
  
• B (Lecturer): Unpredictable. Grateful to all the people who showed my emotions through themselves.
  
  
• E (Pupil support coordinator): When people step into their strength, they can pass that on to the pupils without any difficulty. I feel grateful.
  
  
• N (Teacher): I now have a strong feeling that education is still my place after all, despite the struggles. I'm glad there are more feeling people in education. From now on I'll teach with a zest for life instead of a love that wears me out.
  
  
• K (Head teacher): I have new energy. Grateful. 
  
  
• After this ‘wow’ day of educational constellations, I could feel the longing and the fire burning inside me again, and I was reminded once more why I became a nursery teacher. Line Willaert

• The constellation made visible the image I had formed inside me. With Hilde's guidance, I faced my image and reality, and movement and softening arose. Afterwards I felt an enormous sense of liberation, and now I can be present instead of constantly having my thoughts elsewhere. 
  In my work as a head teacher, the impact of my constellations and of being a representative continues to resonate. I am more focused and have learned to rely more on my intuition and my feelings. My view of the world has broadened and become more inclusive because I dared to face my own themes. Trudy Hogenbirk

• I'm only responding now because I wanted to be sure the effect was lasting. I feel so much more grounded when I teach. I stand more firmly and can be stricter but also calmer. I'm also clearer. Bernadette Fryns

• Not unimportant! Last Monday I worked again with the child I had asked a question about. Very special! Our hearts could open to each other much more, and for the first time there was eye contact with this child!! She cooperated and there was no resistance! How lovely to have this experience. Katrien Meerts

• I have few words for the recent educational constellation. Above all, I feel a deep gratitude for what was allowed to become visible, for my body that carried all of this, for the emotions that were allowed to come loose. This past week, for the first time, I had real eye contact with the girl in my class who helped me see a piece of my own puzzle. Moving, and once again grateful. Angelique van Hawersveld

Did you know...?

• That all my talks, workshops, transformation programmes and systemic constellations can be applied at every level of a school: for new or seasoned teachers, for new or seasoned head teachers, for new or seasoned (pupil support) coordinators, ...?
• That my work is always tailored to the group taking part?
• That I draw on a wealth of experience in education?
• That I have tested everything I teach in practice? 
• That many education professionals have gone before you and have applied what they learned?
• That I want to help make education lighter?
• That you can always have an exploratory conversation, with no obligation, about a programme in your school? 

Would you like more?

Would you like to take part in other workshops on constellations? Then the family constellations are sure to appeal to you.

In need of inspiration? 

Read my blog articles, which I have written with a great deal of love. Feel free to share them with everyone.