Educators today face unprecedented changes in bodily norms and values. Teachers and coaches are increasingly cautious about navigating intimacy, particularly physical contact. These shifts are felt through the immediacy of teaching and learning, raising questions about personal risk. The long-standing view that physical touch can be essential for instruction now contends with contemporary discourse favoring minimal contact. This book synthesizes vital research on physical contact between adults and children in educational settings, highlighting tensions and exploring both teachers' and students' perspectives. Whether to touch or not to touch has become a pedagogical dilemma-not necessarily because the teaching content or learning outcomes are flawed, but because some instructional methods prompt concerns about caring for students and ourselves. As a result, educators must critically rethink their practices. The chapters presented here address significant societal, pedagogical, and moral implications, leading to a firm conclusion: to act responsibly, today's teachers and coaches must engage in value-building work, embodiment work, and relational work.