OUR PARTNERSHIP WITH YAYASAN WIDYA GUNA SCHOOL, BALI

At CPD Retreats, our work in Bali is grounded in connection, collaboration and long-term relationship — not short-term volunteering.

Over the past several years, we have built a meaningful partnership with Yayasan Widya Guna School, a specialist school supporting students with disabilities and additional needs. This relationship sits at the heart of our “Learning Unplugged” philosophy — where professional learning is enriched through cultural exchange, shared practice and community connection.

A Relationship — Not a Visit

Our connection with the school extends well beyond the days we are physically present.

Throughout the year we provide:

• Ongoing consultation and support via WhatsApp and Zoom
• Free professional development and training for teachers and therapists
• Education in sensory processing, Polyvagal Theory and trauma-informed practice
• Resource sharing and therapy strategy development
• Opportunities for school therapists to join retreat training (when feasible)

This ensures that learning is sustained, embedded and culturally adapted — rather than reliant on external presence.

Supporting Capacity — Not Creating Dependence

When retreat participants visit the school, the focus is not on “providing therapy” in isolation.

Instead, our work centres on:

• Modelling therapeutic approaches alongside school staff
• Collaborative problem solving around regulation and participation
• Demonstrating sensory and relational strategies in real time
• Coaching educators and therapists within their existing context
• Leaving practical tools and resources for ongoing use

This approach prioritises capacity building — empowering those who know the students best to continue the work every day.

Listening First

Before every retreat, we consult directly with school leadership to understand their current priorities and needs.

This may include:

• Therapy resources and equipment
• Sensory tools and classroom supports
• Training topics identified by staff
• Environmental modifications

We bring requested resources with us and ensure donations are directed by the school — not assumed by us.

Ongoing Commitment

Our partnership is active year-round and includes:

• Annual volunteer visits through The Gabrielle Centre for Children
• Financial donations following each CPD Retreat
• Fundraising support for the school’s new therapy centre
• Advocacy and awareness raising within our professional networks

We are deeply committed to supporting the school’s long-term vision — not just retreat experiences.

Ethical Engagement

We are mindful that international partnerships must be approached with humility and care.

Our model is guided by:

• Respect for existing relationships between students and their educators
• Working alongside — never replacing — local therapists and teachers
• Ensuring student wellbeing and emotional safety
• Maintaining continuity through staff-led implementation
• Seeking consent and collaboration in all interactions

We do not position ourselves as primary providers of therapy, but as visiting collaborators sharing knowledge and learning in return.

A Two-Way Exchange

While we bring clinical knowledge, we equally receive profound learning from the school community.

Our retreat participants consistently describe gaining:

• Deeper cultural understanding
• Insight into global disability advocacy
• Perspective on creativity within resource limitations
• Renewed purpose and gratitude in their work

This exchange shapes more compassionate, flexible and culturally responsive clinicians.

Why This Matters

Our goal is not brief impact — but lasting ripple effects.

By equipping educators and therapists with regulation-informed, trauma-aware and sensory-responsive frameworks, the benefits extend far beyond our visits — reaching students every day, in their own classrooms, with the people they trust most.