Practitioner Standards + Placement
A professional pathway for teachers ready for higher-standard work
FlowWealth works with experienced yoga, breathwork, and somatic practitioners who are ready to move beyond fragmented schedules and into stable, high-trust professional work.
FlowWealth exists to prepare teachers for this level of practice and to determine eligibility for FlowWealth-sourced contracts once readiness is demonstrated.
Who This Is For
This pathway is for teachers who:
Have strong foundational training and real-world experience
Are reliable, grounded, and emotionally self-regulated
Want fewer clients, clearer boundaries, and higher standards
Are open to working inside professional and organisational environments
Are willing to be held to structure, scope, and accountability
This is not for beginners, hobbyists, or those seeking fast guarantees.
What This Pathway Is
The Practitioner Pathway is a readiness and eligibility process, not a job placement or client-matching scheme.
It prepares teachers to:
Work professionally within defined scopes of practice
Deliver breathwork and somatic support without therapeutic or spiritual framing
Hold others without processing their own material
Operate within clear expectations, boundaries, and delivery formats
Be considered for FlowWealth-sourced work when aligned and ready
FlowWealth works with teachers long-term, not transactionally.
What This Is Not
This pathway does not offer:
Guaranteed clients or income
Promises of immediate placements
Open access to corporate or executive work
A marketplace where teachers pitch themselves
Readiness, consistency, and professionalism matter more than speed.
The Standard We Hold
Teachers in the Practitioner Pathway demonstrate:
Emotional steadiness and personal responsibility
Professional communication and punctuality
Strong boundaries and ethical clarity
Ability to work without over-disclosure or personal processing
Comfort operating in structured, adult environments
Scope of Practice
FlowWealth practitioners work within a clearly defined scope.
They offer:
Nervous-system regulation
Breathwork and somatic practices
Support for physiological regulation under pressure
They do not:
Offer therapy, counselling, or trauma processing
Diagnose or treat mental health conditions
Provide psychological, medical, or spiritual advice
This clarity protects both teachers and clients.
How Work Is Structured
When teachers are considered for FlowWealth-sourced work:
FlowWealth contracts with the client
FlowWealth defines the scope and delivery format
Teachers are deployed within those parameters
Support and oversight remain in place
Teachers are not required to market themselves, pitch, or negotiate directly.
After the Programme
The FlowWealth Programme introduces this pathway in full.
For teachers who choose to continue, FlowWealth provides:
Preparation for higher-standard professional work
Clear expectations around delivery and boundaries
Ongoing guidance and oversight
Consideration for contract opportunities once readiness is demonstrated
Progress is assessed over time, not rushed.
The Long-Term Intention
FlowWealth is building a stable professional pathway for teachers who want:
Fewer clients
Longer-term relationships
Clear structure and support
Less hustle and fragmentation
This is about sustainability, not scale.
Frequently Asked Questions
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No. FlowWealth does not guarantee clients, income, or placements.
Teachers are considered for FlowWealth-sourced work only once readiness, reliability, and alignment are demonstrated over time. This protects both practitioners and the people they work with.
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Selection is based on:
Professional conduct and communication
Consistency and reliability
Capacity to work within defined scopes and structures
Emotional regulation and personal responsibility
Fit for the specific environment or engagement
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There is no fixed timeline.
Some teachers may be considered sooner; others take longer to demonstrate readiness. FlowWealth prioritises long-term integrity over speed.
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For teachers who continue into the pathway, FlowWealth provides:
Preparation for professional and organisational environments
Clear expectations around boundaries and delivery
Ongoing guidance and oversight
A stable point of contact for questions and support
This is not a “hands-off” or DIY model.
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FlowWealth is designed around a low-volume, high-continuity model.
When teachers are placed into FlowWealth-sourced work, the intended capacity is up to 12 long-term clients per practitioner.
This structure exists so that:
Work remains sustainable
Relationships are consistent
Delivery quality stays high
Teachers are not overextended
Not all teachers will work at full capacity immediately, and capacity is built deliberately over time.
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The 12-client model reflects how FlowWealth engagements are structured.
In many cases, two practitioners may support a group of up to 24 executives, with each practitioner holding responsibility for up to 12 individuals within a defined scope and delivery format.
This is a design standard, not a quota.
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Selection is based on:
Professional conduct and reliability
Ability to work within defined scopes and formats
Emotional regulation and personal responsibility
Fit for the specific environment or engagement
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There is no fixed timeline.
Some teachers demonstrate readiness quickly; others take longer. FlowWealth prioritises long-term integrity over speed.
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No.
FlowWealth manages client relationships, scope, and contracting. Teachers focus on delivery.
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No.
FlowWealth practitioners do not provide therapy, trauma processing, or psychological coaching. The work remains within a defined scope focused on nervous-system regulation.
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Yes.
FlowWealth does not require exclusivity.
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Most FlowWealth work is delivered online.
Online delivery is the default format, as it allows for consistency, flexibility, and long-term continuity without unnecessary travel or disruption.
Some engagements may include in-person elements, but these are occasional and clearly defined.
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No.
In-person work is not a requirement of the pathway.
When in-person delivery is part of an engagement, it is discussed in advance and agreed explicitly.
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In-person delivery is occasional, not routine.
It may be used for:
On-site intensives
Team sessions
Periodic touchpoints within longer engagements
Many teachers work entirely online.
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Yes.
Preferences are taken into account when considering placements. Teachers are not required to accept in-person work.
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No.
Compensation is based on scope, responsibility, and continuity, not whether delivery is online or in person.
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Yes.
Teachers are never obliged to accept a placement. Fit and sustainability matter.
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A long-term one.
FlowWealth is not built on short contracts or constant turnover. We work with practitioners over time, investing in continuity, mutual trust, and clear communication.
As FlowWealth grows, we intend for our practitioners to grow with it.
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Life changes. Capacity changes.
FlowWealth is built with flexibility and communication in mind. We work with practitioners to adjust pace and scope when needed, without pressure or penalty.
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o create a professional pathway where skilled teachers can:
Work with fewer clients
Build long-term relationships
Earn sustainably
Feel supported rather than stretched
FlowWealth succeeds when its practitioners are able to work well, for a long time.
A Long-Term Relationship Model
FlowWealth is not built around short-term placements or transactional work.
Our intention is to build long-term professional relationships with practitioners who want stability, continuity, and growth over time.
This means:
We work with teachers across months and years, not one-off engagements
Capacity is designed for sustainability, not maximum output
Teachers are supported as professionals, not treated as interchangeable resources
Experience and reliability are recognised and valued over time
FlowWealth grows alongside its practitioners.
As the platform develops, so do:
The scope of work available
The depth of relationships
The quality and continuity of engagements
We invest time in understanding how each practitioner works, what environments they thrive in, and how to support their longevity.
This approach allows teachers to:
Build predictable, stable work
Reduce fragmentation and overbooking
Develop confidence in a professional operating rhythm
Work within structures that support long-term wellbeing