 When I think about developing strategies for trauma-informed practice within a school setting, coming from the field of neurodevelopmental disabilities, I always look at individual students and what their specific profile of needs are, strengths and areas for development or areas to address. And so creating strategies based on where that person is coming from that is going to work for not just them, it might be designed for them, but that will work for a broader group of people. So quite often the strategies that we think about are around helping the person regulate and sustain attention, but mostly to help keep calm so that their brain is best prepared to take in new information and to use reason and language and all of those other higher level parts of functioning, right? So when we talk about strategies that may be designed for somebody that can help almost everybody, a lot of it comes down to environmental setup. So things like decluttering the classroom, you can't tell you how important that is and it seems to be one that a lot of people kind of push back against and especially a lot of teachers I find actually, and I'm a teacher by trade so hopefully I'm allowed to say that. But we quite often think that creativity means lots of stimulation and a really healthy learning environment has lots of colors and patterns and artwork on the walls and on the ceilings and just lots of things to stimulate and engage students which has wonderful value for some people and has brilliant intention. But a lot of kids have sensory integration issues. A lot of kids have attention and focus issues, distractibility and impulsivity. A lot of kids have emotional regulation challenges. An over-stimulating environment is really not going to be helpful for them and actually if you take it from a neurodevelopmental perspective a classroom that is calming allows them to stimulate their brain more because once your brain is calm and focused and regulated then your cognitive brain kicks in and that's when you actually engage in learning. So the more you can create an environment that helps the person stay at a healthy arousal level to be able to engage that's ideal for every learner but works is really critical or works really, really well for any student who has experienced trauma.