The Graduate School of Behavioral Health Sciences and its School of Breathing Sciences subscribe to a colleague model of education, in which both students and professors bring knowledge and experience to share. The model is active-horizontal with emphasis on partnership and learning, rather than passive-vertical with emphasis on expertise and teaching. Education becomes a two-way enterprise, an essential ingredient to a truly interdisciplinary endeavor.

Students become the cutting edge leaders of an emerging synthesis of practical applications that seeks to address large-scale and demanding challenges related to dysfunctional breathing, while at the same time bringing new thinking and methodology to their own professions. Although student-colleagues are experienced professionals within their own disciplines, the practical challenge of making interdisciplinary science real in the applied sense is not just a matter of education, it is also a matter of economics.

Integrating the related sciences in an ultimately productive manner requires mastery of relevant subject matter combined with responsible entrepreneurship, relevant business knowledge, and effective communication with colleagues and the public. The educational model embraced by the School for its student-colleagues parallels the client-centered learning paradigm that students may ultimately bring to their own clients for overcoming dysfunctional habits through self-regulation thinking.