 I am Professor Paul Downs, Professor of Psychology of Education and Director of the Educational Disadvantaged Centre at the Institute of Education in Dublin City University. I think a major concern is the lethal cocktail of poverty and the pandemic, post-pandemic impact. We see from PISA 2018 already a very concerning deterioration in basic skill scores across reading, maths and science for over one in five students across Europe. It's very much a holistic approach emphasising success as the wellbeing and social and personal development of our children and young people, developing social and personal competencies, self-awareness and of course at that level bullying prevention comes into this because bullying is the antithesis of healthy communication. Certainly the one key layer for the new initiative is a message to Member States to integrate early school living and bullying prevention strategies. And here there's a range of layers added to the 2011 Council Recommendation. These include I think a stronger focus on differentiation of need to distinguish universal approaches for strategies from targeted group approaches from individual intensive support. So the differentiation angle is a key difference. There's also I think a recognition of a whole school approach that was not in the 2011 approach that we need to see schools as systems, systems of relationships, of strategic interventions, as well as of course the multidisciplinary teams in and around schools, the cross-sectoral aspect to bring together key sectors. So I think some obvious strategies at the prevention level that would need to be firmly embedded and which would have a good evidence base behind them would be things for example such as home book programmes, targeting families in high poverty to ensure there is good reading resources in the homes, to inculcate a love of reading that is central not only to reading proficiency but of course to all academic attainment. Regarding the level then of intervention, obvious ones would be for example there's a Luxembourg model of having language mediators across I think in their example they would have 37 different languages where they would have mediators for those to address the language issue. Regarding the compensation aspect I think there are clear lessons in compensatory education even for the mainstream system. These include things such as public recognition of achievements through awards and ceremonies to recognise achievement. This is something that would cost nothing and which could be brought much more into the mainstream system. I think an obvious opportunity here is the whole area of restorative practice which is a range of fairly simple questioning and communication approaches and it's to be distinguished from restorative justice which is a very different initiative but restorative practice in schools is an inexpensive, simple yet very nuanced and focused way of improving the communicative culture in the school and through open questions that help foster empathy and perspective taking not only in students but also in staff. Whole school system approaches need to hear the voices of students and parents but also especially marginalised and those students at risk of exclusion to hear their concerns with the school system and of course the multidisciplinary team dimension then is about recognising that we are broadening our conception of school. School is not only about teachers and students and pupils school is also a site where a range of other key professionals can engage with the wider holistic needs supporting our children and young people.