Organisational Balance in an Educational System
What happens when energetic work is not only used to support individuals, but becomes part of the ongoing support of an entire organisation – or even an educational system?
Over the past seven years, Ofek Waldorf School in Israel has undergone a profound process of transformation. What began as support for one struggling class gradually evolved into a deeper organisational journey involving students, teachers, leadership, parents, and the wider school environment.
In this month’s newsletter, Meital Gross, principal of Ofek Waldorf School, speaks with us about the challenges the school faced in its early years, the introduction of Life Alignment and Vortex Technology into the system, and the gradual emergence of greater resilience, stability, connection, and trust.
Maggie: Meital, when looking at the school today, there is a sense of calm, stability, and quiet resilience. But it wasn’t always like this. Can you take us back to the beginning?
It began during a very challenging period. The school was still young, and I was holding several roles at once. I was teaching a class, managing the school, and also completing a master’s degree. There was constant pressure and almost no space to breathe.
The class I led, fifth grade, was especially challenging. The children were emotionally closed, disconnected, and there was a certain heaviness in the room that was hard to move. It felt like nothing was moving, as though the class itself had become unwell. There was very little joy, very little motivation, secrecy, rivalry, and disconnection among the children, and at times it truly felt like a sinking ship.
At the same time, the broader system was also unstable. There was dissatisfaction among parents, tension within the staff, and a lack of clarity in roles and direction. The connection to Waldorf education, which is meant to hold everything, was not yet fully embodied. Everything felt fragile, as if the entire structure could fall apart.
That was the starting point.
And this is where Life Alignment came in?
Yes. It came through a parent, Ayelet, who suggested we work with Life Alignment. At the time, I didn’t fully understand the work. Ayelet was determined and for several years continued to offer energetic support to the school, but I was overwhelmed and not available.
Even though I was always drawn to energetic healing, had undergone various treatments myself, and although we regularly held meditative work with the staff and embraced a holistic view of the human being as part of our educational approach, I still did not find the time to begin working with Ayelet.
It was clear to me that one day the work with Ayelet would happen, but apparently, I needed to reach a true crisis point to finally say to her, “Now is the time. Come.”
At first, we worked on the issue of safety. The change was not dramatic outwardly, but it was unequivocal. Slowly, the atmosphere began to soften. The children started reconnecting. There was more openness, more warmth. And then small things began to happen that felt deeply meaningful. They started singing together, became engaged again, and there was a sense that something within the group was opening and reconnecting.
What touched me especially was that the change held. It didn’t disappear after a few weeks. That class stayed together until eighth grade. They graduated as a cohesive and resilient group. When I look back, the gap between the starting point and the end is profound. It felt like they went through something together and came out of it strengthened and aware of the journey.
In that class there was one girl with exceptionally severe socioeconomic difficulties. She suffered from violence and aggression. When she reached seventh grade, we saw her smile for the first time. It became a new habit. From my point of view, that was a breakthrough for the entire class.
When Ayelet brought the pendulum for the first time, it was a surprising and formative moment for me, because during that same week I had intuitively felt the movement of the pendulum within myself during meditation. My sensitivity to energetic movement and frequency became much clearer and more tangible. At the same time, dreams began appearing in which I felt connected to guidance and to my higher self.
At what point did you understand that this could go beyond one class?
It happened naturally. After I finished with that class, I continued working with Ayelet, and we began to look at the school as a whole system. It became clear that what we saw in the class reflected something much deeper within the organisation.
As the work continued, my desire to support and help as many people and children as possible grew. My work became filled with additional meaning and value. I felt that I was working with the “higher self” of the school.
At this stage, the work became a long-term process. Over seven years, we worked consistently through different layers of the system. We sometimes describe it as a spiral process, returning to themes over time and allowing them to integrate at deeper levels.
The work was not separate from the school. It became part of my leadership. Every morning and afternoon, I would place Vortex charts according to what required support: a student, a class, a dynamic within the staff, or even a specific situation or meeting. It became a way to listen and respond to what the system needed.
Over time, we also developed a framework called “Vortex Circles for Work in an Educational Environment,” with 22 qualities that could be worked with consciously. This gave structure and language to something that is essentially very subtle.
We introduced the work with the cards to the staff and asked for consent for support. Everyone responded positively and provided signatures. A few teachers initially expressed interest in the process, and over time more staff members joined as they became familiar with the impact of working with the cards.
Today, teachers approach me on their own initiative and ask for support. Before almost every meeting, I place cards, and the feeling is that management itself has become a healing and inspiring practice.
What began to change in the school over those years?
The changes occurred gradually, but in hindsight they are very clear.
On the physical level, we moved from ongoing limitations to a sense of support. At the beginning there was not enough space, classrooms were an issue, and everything felt crowded. Over time, solutions appeared. Spaces were created, infrastructure improved, and the school reached full capacity. A sense of stability emerged in a place that had previously felt shaky and lacking.
On the emotional level, the change was even more significant. We moved from tension and criticism to trust. The relationship between staff, parents, and administration changed. Today there is a culture of mutual support and shared responsibility. The staff developed a sense of connection and genuine care, something that cannot be forced but grows naturally over time.
On the cognitive and professional level, a deeper clarity emerged. At the beginning there was confusion and the connection to Waldorf principles was weak. Over time, the teachers deepened their training, and a shared language developed. Communication improved, and there is now a sense of professionalism and confidence.
And there is also a deeper layer, difficult to define but very present. The school began operating more from its centre. Decisions became clearer. There was more trust, even within uncertainty. It felt like the system was maturing into something alive, into deep and broad work rather than reactions driven by pressure.
A beautiful expression of this is the flourishing of our garden. We maintain a complete ecological system. It took years to reach a full realization of the life cycle. Today the garden serves as an example of an ecological system within education.
Parent volunteers come every week to work in the garden with the children. In the small greenhouse we sprout seedlings and maintain our own seed stock. The children plant and sow, harvest and cook in the garden kitchen. Even the fire in the kitchen is produced by natural gas generated in our composter. The compost is collected daily from the classrooms and returned to the soil as organic fertilizer.
You also went through COVID and war during this time. How did the school sustain itself?
These were intense periods. There was fear, uncertainty, and enormous external pressure. The school became a stable, grounded, and inspiring space within all of this. Parents called it a “nature reserve.”
We made a conscious decision not to act out of panic. Instead, we focused on maintaining consistent rhythms and preserving stability for the children. After a short period of remote learning, we chose to return to physical learning as quickly as possible.
The entire school moved outdoors near the Alexander Stream. We called it “school by the stream,” where lessons took place outside on mats. We increased trips, crafts, and restoration work around the stream. At the end of that year, the national climate survey indicated that the school climate was significantly higher than schools with a similar profile.
Parents thanked us repeatedly for the way we handled that period.
There was continuity, a sense of security, and preservation of childhood at a time when this was not something to take for granted. The children in the school were hardly affected by the severe emotional consequences seen elsewhere during COVID.
The Vortex work supported us in remaining centred. It did not remove the challenges, but it helped us not become overwhelmed by them. It allowed us to remain clear, grounded, and connected to what truly mattered.
If you were speaking with someone familiar with Life Alignment but who has not yet gone deeper into it, what would you want them to understand?
I would say that the true depth of this work reveals itself over time. It is not about a single session or a quick result. When you stay with it consistently, something begins to change at a much deeper level.
At the beginning, I would often fall asleep during the balances. Over time, I woke up and began to feel what was happening during them. I was able to collaborate more consciously and actively.
In our case, it did not only support individuals. It affected an entire system. Relationships changed, the environment changed, and the way decisions were made changed.
For example, the group of homeroom teachers went through years of weakness and a feeling that they lacked support and holding. Slowly, this transformed completely. The group became a strong and positive leadership force within the school. Even though the staff continues to change every year, the core has remained strong ever since.
For me, the most important thing is consistency and openness. When these are present, the work can go far beyond what you initially expected. It can support transformation that is quiet, gradual, and deeply real.
Thank you, Meital, for sharing this honest and inspiring account of the pilot project Life Alignment carried out within an educational environment.
What makes this story so meaningful is not only the visible transformation within the school itself, but also the reminder that deep change often happens quietly, gradually, and through consistent care over time.
At the heart of this journey is a willingness to remain open, to keep listening more deeply, and to support not only individuals, but entire systems and communities.
It is our hope that this conversation inspires further exploration into how Life Alignment and Vortex Technology may support resilience, connection, and coherence in many other educational and organisational environments around the world.
VORTEX CARD OF THE MONTH
Rainbow Card – Harmonising
The Rainbow Card is used to support harmony and balance within both people and spaces. Many practitioners use it in homes, workplaces, treatment rooms, and educational environments to help create a calmer, lighter, and more supportive atmosphere.
Within the body, the Rainbow Card is intended to support balance in the human energy field, promoting greater alignment, clarity, vitality, and well-being.
Within physical spaces, it is commonly used to help harmonise the energetic environment and support a sense of peace, grounding, freshness, and emotional ease.
The Rainbow Card is especially valued in environments where people live, work, learn, or heal together — supporting greater coherence, connection, and well-being in everyday life.
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