Kristine Ferreira explores how movement, connection, and care form the foundation of authentic leadership, sharing insights from her work as an educator, coach, and wellness instructor across multiple disciplines.
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Influential Woman · Education and Fitness
Kristine Ferreira
Physical Education, Health, Dance, Yoga, and Pilates Educator, City School District of New Rochelle
New Rochelle, NY 10804
1Article published
2Awards received
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My varsity cheerleading jacket tells the story that brought me back to the high school where I now teach as a physical education teacher.
Kristine Ferreira · In Her Own Words
Her Story
About Kristine
Kristine Ferreira is a dedicated physical education, health, dance, yoga, and Pilates educator with 15 years of experience in education. She currently serves as a Physical Education, Health, and Dance Teacher at the City School District of New Rochelle in New York, where she is committed to promoting physical fitness, mindfulness, creativity, and social-emotional development among students. She holds a background in Health and Physical Education/Fitness from Queens College and has earned a master's degree plus 60 credits. Her professional qualifications include New York State Physical Education and Health Certification, certification in Restorative Practices through the International Institute for Restorative Practices (IIRP), and additional fitness credentials in group exercise, kickboxing, and Zumba.
In addition to her teaching responsibilities, Kristine brings more than 20 years of experience as a part-time fitness instructor. Her professional background includes working as a Group Fitness Instructor at Equinox and providing wellness classes through Amara for residents of luxury rental communities. She has also coached modified track, junior varsity and varsity cheerleading, gymnastics, and junior varsity lacrosse. Beyond the classroom, she facilitates restorative practices training and district-wide wellness workshops that incorporate mindfulness, self-care, and relationship-building to support students and educators. She also leads an after-school teen mental health club and has organized student dance recitals, Latin Heritage celebrations, and community Zumbathons.
Kristine is actively involved in advancing dance education and wellness throughout New York State. She was recognized through her selection as Dance Section President for New York State and subsequently shared her nomination for Dance Education Section President-Elect within NYS AHPERD. Her professional philosophy centers on using movement as a means of expression, connection, healing, and personal development. Through her work in education, fitness, and community wellness, she strives to create inclusive environments where individuals can develop confidence, resilience, and a lasting appreciation for physical and emotional well-being. She encourages young women entering the industry to pursue their passions, discover what motivates them, embrace their individuality, and use their creativity to make a meaningful difference.
Her Interview
Ten minutes with Kristine
01What do you attribute your success to?
I attribute my success to passion, perseverance, creativity, continuous learning, and a genuine commitment to student well-being. I believe educators are most effective when they remain connected to the reasons they entered the profession. By continually developing my skills, pursuing additional qualifications, and introducing innovative programs that integrate dance, yoga, and mindfulness into education, I have been able to expand my impact beyond traditional physical education.
02What advice would you give to young women entering your industry?
I encourage young women entering education to remain passionate about their chosen field and discover what motivates them. Take time to identify what inspires your creativity, makes you unique, and gives you the drive to keep growing. Stay connected to the reasons you chose your profession, embrace your individual strengths, and use your passion to create meaningful experiences for the people you teach.
03What are the biggest challenges or opportunities in your field right now?
I believe some of the biggest challenges in education today are teacher burnout, student mental health concerns, and the need for accessible wellness resources. At the same time, these challenges create opportunities for schools to take a more holistic approach to education. Programs involving yoga, meditation, physical movement, and supportive extracurricular activities can help students manage stress and build confidence while giving educators practical ways to support their own well-being.
04What values are most important to you in your work and personal life?
I value passion, creativity, compassion, personal growth, mental well-being, and lifelong learning. I believe education should support the whole person rather than focus solely on academic or physical performance. Through yoga, dance, and mindfulness, I encourage students and colleagues to build confidence, manage stress, and discover activities that bring them fulfillment.
Her Content Hub
Articles by Kristine
Leading Through Movement, Connection, and Care
How Movement, Belonging, and Care Transform the Way We Lead
Leading Through Movement, Connection, and Care
By Kristine Ferreira
Leadership begins with the conditions we create for other people. Can they ask for help? Can they make a mistake and try again? Do they feel that their presence matters?
These questions connect every part of my work—as a health and physical education teacher, dance and yoga educator, restorative practices trainer, coach, and wellness instructor. Whether I am teaching high school students, facilitating professional development, or leading an adult fitness class, I want people to leave with a stronger sense of their own abilities and their connection to others.
My experience has taught me that movement, well-being, and belonging deserve a central place in how we think about leadership.
Movement Creates Opportunities to Lead
In a dance class, students practice much more than choreography. They take creative risks, navigate frustration, collaborate, and learn to be seen. In yoga, they have opportunities to notice tension, practice patience, and respond to their own limits with awareness. Health education gives us space to discuss the decisions and relationships that shape daily life.
These experiences matter because confidence needs somewhere to develop. A student who hesitates to participate needs an achievable starting point, encouragement, and room to practice.
My past coaching experiences in lacrosse, track, and cheerleading reinforced this lesson. Each sport demanded different skills, but all required me to pay attention to the person behind the performance. Expectations matter. So does understanding what someone needs to meet them.
I carry that approach into adult instruction as well, including my work with Amara and my previous experience teaching for Equinox. People arrive with different abilities, histories, and reasons for being there. Thoughtful instruction gives them a way to participate meaningfully and build from where they are.
Connection Makes Accountability Possible
As a restorative practices trainer, I help educators consider how relationships influence the culture of a classroom or school.
Restorative work asks us to listen carefully, communicate expectations, acknowledge harm, and create opportunities for repair. It requires us to hold people accountable while continuing to recognize their dignity.
For me, this is a practical leadership responsibility. When something goes wrong, our response teaches people what kind of community they belong to. We can make space for honest reflection while asking clear questions: What happened? Who was affected? What needs to happen next?
That commitment to connection also informs my role as an advisor to Find a Light, our afterschool club focused on mental health awareness and belonging in partnership with Erika's Lighthouse. Creating opportunities for students to connect, participate, and support one another is meaningful work. A welcoming space requires consistent attention to who feels included and who may still be standing at the edges.
The People Who Care for Others Need Support
Educators spend much of their day responding to other people's needs. They teach, encourage, manage conflict, adjust plans, and carry concerns that do not always end with the school day.
I created my Educator Reset Series to give staff time and practical tools to attend to their own well-being. Through reflection, movement, yoga, guided meditation, and conversations about stress and boundaries, I invite educators to notice what they need and identify manageable ways to respond.
A reset might be a brief movement break, a more intentional transition after work, or an honest conversation about capacity. These practices can offer support, while schools also have a responsibility to examine the working conditions that contribute to exhaustion.
As a woman working across education, fitness, and leadership, I am learning to apply this same care to myself. Meaningful work still requires boundaries. Caring deeply does not give us unlimited capacity.
Sharing Our Practice Expands Its Reach
Presenting at conferences gives me an opportunity to bring these ideas to fellow educators and learn from their experiences. I want teachers to leave my sessions with something they can use—a movement activity, a way to invite participation, or a question that opens a better conversation.
My recent nomination for dance section president is another opportunity to contribute. It strengthens my commitment to advocating for dance education and supporting the educators who create spaces for expression, cultural learning, and connection.
Across all these roles, my purpose remains consistent: to help people feel capable, connected, and supported enough to participate.
That purpose shapes my understanding of leadership. We lead through the expectations we communicate, the opportunities we create, and the care we bring to everyday interactions. Sometimes our influence begins with something as simple as making room for someone to take their first step.
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