In schools all across the country, a quiet but powerful shift is underway. Educators aren’t just teaching—they’re leading wellness initiatives, modeling mindfulness, and inspiring their peers. At the heart of this movement is Brain Power Wellness, a mindfulness company whose newest offering, the Advanced Certified Teacher Leader Program (“CTL 2”) is giving teachers the tools, confidence, and community to lead from within. Many Brain Power Wellness reviews highlight CTL 2 as a turning point, where educators move from merely learning wellness strategies to actively shaping school culture.
From CTL 1 to CTL 2: A Natural Next Step
For many educators, the company’s “CTL 1” training was a potent spark—a critical introduction to brain breaks, exercises in neuroplasticity, somatic awareness practices, a variety of mindful meditations, and other means of embedding wellness into classroom routines. But after witnessing the myriad of positive effects on students and teachers alike, school leadership wanted further training in how to effectuate changes at the level of the overall school culture.
CTL 2 was designed as that next step. This training takes the foundational practices of CTL 1 and deepens them with a focus on advisory programming, student leadership, and classroom management. Most importantly, it shifts the teachers’ lens from learning the material and beginning to integrate the program in an even more robust and effective way. This deeper dive provides teachers with the skillset needed for facilitating, mentoring, and adapting the program to fit their particular school’s unique needs.
A Retreat for Leaders in the Making
During CTL 2, participants step into a retreat-style setting, surrounded by nature and yet immersed in the study of the company’s most in-depth programs.
Participants described the experience as energizing and transformative. At the conclusion of a recent CTL 2 retreat, one participant remarked, “The in-depth time to navigate the Learning Community was so valuable. It wasn’t just sitting and listening, we had real opportunities to interact, reflect, and lead.”
During the workshop, educators lead brain breaks for their peers; enjoyed the chance to teach one another the highlights of BPW’s wide variety of tools and practices; and, for those out of state educators, they have the valuable opportunity to visit schools in NYC to see the Advisory and Student Leadership programs in action. One teacher commented, “Teaching CTL 1 participants during the workshop was a huge part of my growth. Being trusted to lead helped me realize how far I’ve come and what I’m capable of bringing to my school.”
Beyond the Retreat: Building a Network of Support
The learning doesn’t end when the retreat does. Every four to six weeks, CTL 2 graduates reconnect through reinforcement sessions which are part check-in, part mastermind group. These “touchpoint meetings” create a space for educators to keep CTL 1 and CTL 2 ideas fresh, build accountability, compare notes, ask questions, and share new strategies.
Educators are already using what they’ve learned to expand Student Leadership initiatives, strengthen Advisory programs, and gain greater insight into how to run professional development sessions for colleagues. Many Brain Power Wellness reviews point to this ongoing support as one of the most valuable aspects of the CTL 2 program. Teachers report that these reinforcement sessions not only help them stay motivated; they also help them maintain a sense of connection to their fellow graduates, long after training ends.
Looking Ahead
Brain Power Wellness isn’t stopping at CTL 2. Plans are already in the works for CTL 3, which would bring leaders directly into school-based implementation and mentorship roles. The mindfulness company’s vision is clear: create-and fully support-a network of empowered educators who can guide their communities toward more mindful, connected, and resilient school cultures.
Another graduate’s remarks eloquently encapsulates the true measure of the program’s success: “The CTL 2 training was a powerful experience. It gave me new tools, energy, and a renewed belief in my ability to make a difference.”
