 We'd like to begin our webinar by acknowledging that we are, that we are gathering today across Treaty 6, 7, and 8 territory as well as the Métis Nation of Alberta and Métis Settlement Territory. These are traditional meeting places and homes for many Indigenous people, including the Anishabeg, the Blackfoot, the Cree, Dene, Nakorasu, Ojibwe, Doni Nakora, Tina, Soto, and the Inuit and Métis people. We respect the treaties that were made on these territories, and in the spirit of reconciliation and collaboration, we acknowledge the harms and mistakes of the past, and we dedicate ourselves to move forward in partnership with Indigenous communities. In this first session, we'll be spending time on defining and conceptualizing positive mental health, including highlighting the difference between positive mental health and mental illness. We'll talk about the comprehensive school health approach, addressing the questions of what is it and how does the model promote the development of healthy school communities. And finally, we'll illustrate how this comprehensive school health framework connects to the Alberta Education Student Competency. So, let's get started. Part one of our webinar series, I'd like to pose a couple of questions for you to consider. What's the difference between mental health and mental illness? In the chat box, what role do you currently play in promoting mental health in schools? As you take your responses into the chat box, I will highlight a few ways that we know parents and guardians can support the mental health of their children. In the chat box, you'll find yourself typing something similar. Parents can support cause of mental health habits at home, have an awareness of signs of mental health concerns, support their child in obtaining the supports needed, provide information to school staff and service providers that support their child, support communication between home, school, and community, with service providers and school staff and engage in service when and to the extent that it's appropriate. Did you know that the terms mental health and mental illness are often confused? Sometimes people think mental health and mental illness mean about or exactly the same thing. And even when people understand them to be different concepts, many use a mix of the concepts to define them. So why are the concepts of mental health and mental illness confused? The following may be a few of the reasons. First, mental health and mental illness are often used interchangeably. We often call mental illness specialists, mental health clinicians. If we have a mental illness that requires treatment, we often go to a mental health facility or a mental health unit at a hospital. Because these terms are used interchangeably, it leads to confusion about what they actually mean. In reality, we know that five in five people have mental health, while one in five have a mental illness. In the course of a lifetime, not all people will have a mental illness, but everyone will struggle or have a challenge with their mental health or well-being. It's the same as having challenges with their physical health from time to time. However, we all have some level of mental health at any given time in our lives. Second, historically, we haven't always talked about or defined the concept of mental health very well. And we're still learning how to measure it. Mental health or positive mental health is complex, and it's comprised of skills and attitudes that are related to our emotional, psychological, spiritual, and social well-being. Mental health also includes our ability to enjoy life and deal with the challenges that we face. So let's try to conceptualize mental health by looking at our physical health first. So if I asked you to rate your physical health along the continuum on the screen, where the left-hand slide is physically ill and the right side is physically healthy, could you do it? Take a moment to think about where you would place yourself along the line now. Did you find it pretty easy to place yourself along the line? Now, if you were a person who has a chronic illness such as asthma or diabetes, is it still possible to be physically healthy even though you have a physical illness? If you were to have a chronic physical illness, could you stay with yourself along the continuum when one end is healthy and one end is not? As you can see, the continuum isn't enough. A continuum suggests that the absence of illness is health, but in reality that's not true. As you can see, a simple continuum doesn't work to describe our physical health, and in the same way it doesn't work to describe our mental health either. What actually works is to consider health or physical or mental as different and independent from illness. In the model that's now on your screen, this is a more accurate way to think about mental health. This diagram helps us to visualize the two concepts, mental health and mental illness. You can have a better look at the details of this graph in the Alberta Education document working together to support mental health in Alberta schools. A link to this document is in this session's resource list. The important areas to focus on in the graph for the purpose of this webinar are the two axes. The vertical or green axis represents mental health ranging from good mental health at the top to poor mental health. The horizontal or the blue axis represents mental illness ranging from no mental illness on the right hand side to severe mental illness on the left. This diagram suggests that even though someone may have a mental illness, they could be considered to have good mental health, and someone without a mental illness can still experience mental health problems. Looking at more detail for each quadrant, starting in the top left. So if we look at the top left, this would be somebody who might have high mental illness but also high mental health. This could be a well functioning person with a diagnosed mental illness but has lots of social supports and is able to do and cope quite well with the stresses of everyday life. Moving along to the top right, this would be someone with low mental illness and high mental health. Again, a highly functioning person without a mental illness is successful and able to do and cope quite well. Also has a lot of social supports in their life. If we move on to the bottom right, these would be people with low mental health but low mental illness or no mental illness. So while not having a diagnosed mental illness, they still may not be coping very well with the stresses of everyday life. They may have low social support networks, lack of friendships and relationships and difficulty managing the challenges of life. Finally moving on to the bottom left, we're in the area of high mental illness and low mental health. A person here may have a diagnosed mental illness and does not have the social supports, networks, friendships, relationships, and supportive environment to keep them mentally healthy. It's very difficult in this position to manage the challenges of life and people in this quadrant may end up institutionalized or on an acute or long term basis. What's important to understand with this model is that if you compare the function of someone who has a mental illness and high level of mental health, someone in the top left, if you compare them with someone who has no mental illness but low mental health, someone in the bottom right, the person who has a mental illness and good mental health, the person in the top left functions better than the person with no mental illness and low mental health. So what we're here to do today is focus on strategies that improve positive mental health for all, which are strategies that would keep everyone regardless of whether they have a mental illness or not above the blue line. So what is the definition of positive mental health? The Public Health Agency of Canada defines positive mental health as the capacity of each of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face. It's a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections, and personal dignity. Having good mental health means that you can enjoy life, can deal with life's challenges, can recognize and manage emotions, can have good relationships, and show respect for all people, including culture, equity, social justice, and personal dignity. The value of positive mental health is demonstrated through clear benefits to school staff, students, and schools, families, and parents as well. And the benefits include decreased emotional distress, increased school attendance, staying in school longer, higher grades and test scores, and decreased substance use. We all know that everyone has mental health, and there are ways that we can improve poor or low mental health. Remember from the previous diagram, strategies to get everyone above the horizontal blue line. And school settings play an integral role in supporting positive mental health. Schools are a place where students spend most of their time. They're a source of social connection, and schools that foster social and emotional skills across the entire school population create caring and supportive environments. Therefore, working together to support mental health in schools is a shared responsibility. Excellent. Thanks Matt. I'm going to take over from here. So as Matt said, supporting positive mental health for students. So it's a shared responsibility. So we're looking at shared responsibility among students themselves, school employees. So whether that's teachers, education assistants, administrative staff, school bus driver, operator, et cetera. The list goes on. Health care providers, and of course parents. And as parents, a main part of supporting mental health for children and youth is to foster that collaboration between places where children live, learn and play. Parents are the connectors between schools, communities and their homes. And we know that positive mental health needs to be supported across all of those domains. There's no one place or one strategy that can create all the conditions that children and youth need to flourish. Therefore, we need to share the responsibility of supporting mental health and coordinate our efforts to have a collective impact on improving health and education. And the model we use to coordinate those efforts is called the comprehensive school health approach, which is illustrated on the diagram on your screen. And I'll talk about what comprehensive school health is and why we recommend this model. So the definition on your screen there is that comprehensive school health is an internationally recognized framework for supporting improvements in students' educational outcomes while addressing school health in a planned, integrated and holistic way. This quote or the definition comes from the Joint Consortium for School Health, which is a partnership of 25 ministries of health and education across Canada. They work to promote a comprehensive school health approach to student wellness, as well as student success for all children and youth. So when we talk about comprehensive school health, we're talking about that it's more than what's taught in class. It's not just about a health class. It's about all the different ways a school can support their students in being healthy. It builds on strengths and activities that are already happening in schools and aims to develop them into sustainable activities that support healthy school culture. It's about supporting school health through multiple components, which I'll touch on in a moment, and can be applied in a variety of areas. So that includes healthy eating, active living, positive mental health, etc. There are several terms used to describe comprehensive school health, so a similar approach. You might hear terms like health promoting schools, coordinated school health, a whole school approach. Regardless of the terminology, they all incorporate the same principles. So you might be asking yourself, why take a comprehensive school health approach? We know that health and education are interdependent, so they feed off of each other. Healthy students are better learners, and better educated individuals are healthier. The research has shown that comprehensive school health is an effective way to enhance that linkage between health and education, so it improves both of those outcomes and encouraging healthy behaviors that last a lifetime. So in the classroom, comprehensive school health facilitates improved academic achievement and can lead to fewer behavioral problems as well. In the broader school environment, it helps students develop the skills they need to be physically and emotionally healthy for life. And comprehensive school health recognizes that healthy students learn better and achieve more, understands that schools can directly influence students' health and behaviors. They're an effective setting for that, encourages healthy lifestyle choices that promote students' health and well-being. Comprehensive school health incorporates health into all aspects of school and learning. It links health and education issues in the systems and needs participation and support of families in the community at large. So again, it goes back to that shared responsibility for health and promoting positive mental health. So it also comes back to that common vision and harmonizing those actions amongst health and education partners and other sectors as well, to try and coordinate those efforts so that we pool our resources and develop action plans together with schools in mind. This whole school model helps to build capacity to incorporate well-being as an essential aspect of student achievement. So when actions and all four components are harmonized or they're working together, students are supported to realize their full potential as learners and as healthy productive members of society. So now I'll just touch on the components of comprehensive school health. This approach has four distinct but interrelated pillars which are shown on the diagram there on your screen. So school health promotion initiatives that include strategies related to all components are the ones that are going to be the most effective. So for example, if we want to improve mental health in schools, we want all of these areas working together towards that common goal. So we need to have policies in place that support positive mental health. We have to have partnerships that support positive mental health and value positive mental health. Our social and physical environments need to be set up to be supportive of positive mental health. And we need to teach each other about different components of mental health so that all of these pieces are working together to create a culture of wellness. This framework supports the goal of Alberta education in that students develop student learner competencies so they can successfully navigate their life and learning. So that's kind of an overview of comprehensive school health. We can get deeper into each of these components in webinar number two, I believe, so stay tuned for that down the road. For now, I'll pass it over to Michelle to further the links of comprehensive school health wellness and the student learner competencies. At this time, I think we've got a bit of time to dedicate to questions so far. So I'm just wondering if any of our listeners have questions on the information that Matt shared about mental health. And if anyone has any questions about the information that Kate shared in the comprehensive school health. If you have a question, just go ahead and enter it into the chat room and we'll address it. I know I worked in a school that followed the components of the comprehensive school health. And we, as a school, did because our school jurisdiction did. I'm just wondering how other families, how you've experienced this model or if you have it all. So Celeste, our Drasim Junior Senior High. Yeah, they focus on a couple of components. So this is a great way for parents to get involved or to see where there's room to come together to support schools in either their focus for the year or focusing on, pardon me, parents can offer support in the areas where they see that there might be supports needed. Just to further that conversation, Michelle, I would add that it's likely that schools are using this model. Sometimes it might be hard to adapt if they're using the model or not or following it. It might require a little bit of investigation to know if all of those pieces are at play. But if you're part of a school health team or a planning group or something like that, these are definitely components that you'd want to look at to try and develop the strategies that you're putting in place to make it that kind of long-term sustainable lasting initiative. Yeah, sometimes it is hard to see how supporting health is going in the background of the school. But Kate, I like that point that you make that sometimes parents have to dig around and investigate to see where these components are being activated. Yeah, talking about the parent council and just even things like offering partnerships and services. If you run a business or you know the owner of the local grocery store and you want to provide healthy snacks, perhaps healthy fruit in the office for kids that don't have lunches, or if you run a business and the school is participating in a school-wide wellness activity, maybe there's a partnership there that you can offer to support their healthy school initiatives. There's a lot of different ways that we can support schools. And being a parent myself and also being a teacher, I do see the disconnect. And sometimes we have to recognize that sometimes that support is just starting the conversation. Oh, good question, Matt. OK, Marcia, your comment just reminds me of future topics in our webinars down the road for this series. And we're going to address that component, partnerships and services and policy as well as social and physical environments. All of those components come together to support reaching out to families, students and their families in making sure that they feel welcome and we'll be giving you more strategies on how to reach out to those parents. And while I'm talking here, I'm also thinking about, and my friends from Alberta Health Services, you're going to get the title right. It's the safe, welcoming, safe and caring, respectful... Learning environment. ...environment, thank you. Yeah, so that, maybe Kate or Matt, you can put that link into the chat room. But that's a link to Alberta Education and there are ways there for parents to support schools and schools to support parents and there's checklists and stuff like that that perhaps a group of parent council can take a piece of that and take a piece of that policy and sort of model it to, or modify it so that it is more suitable for parents, for parent council to look at. Oh, thanks Matt, that's there. Okay, so are there any other questions? Okay, so I will move on to student learning competencies. So on your screen, you see the eight competencies there. These eight competencies are derived from the ministerial order on student learning from 2013. The competencies are a comprehensive look at the knowledge, skills and attitudes that students develop in order to be successful in their everyday lives. If you're interested in learning more about the competencies after this webinar, please access them on the resources page at the end of the slides. And I am going to be sharing these slides with everyone here today through the chat window. And we've populated the slides with links to all of the websites and resources that we talk about throughout the session. And so Alberta Education and ERLC both have two websites dedicated to the competencies. The competencies for a teacher really talk about, they bring to life that peace, those skills, knowledge and attitudes that are supposed to be developed through learning activities in class. So competencies are things like critical thinking, problem solving, collaboration, creativity and innovation, communication, personal growth and well-being, managing information and cultural and global citizenship. So when we put a wellness lens to these ideas, if you look at critical thinking, actually, yeah, if you look at managing information, we've got the verbs there share, sort, find and use. So when your child is sharing information either through social media or is receiving information through text, so on and so forth, you want them to be competent in what they share and how they view what is shared to them. You also want them to be able to sort through all the messages that they're getting through social media or other forms of communication. You want them to be able to find things that are important to them, not only just their, you know, their jacket before they head to school, but you also want them to be competent at finding help or finding a phone number that they can call for support or finding an address and the last verb there is use. We want them to be competent users of the information that they receive and be able to use it so that they benefit from the information that they do receive. So that's one way that managing information can live through a wellness lens. Now, obviously, if we were in a classroom, managing information would be more like, okay, please turn to your partner and share your viewpoint, or I'm going to give you a, you know, a box of math manipulatives and I'm going to ask you to sort through them, or I'm going to ask you to find the definition of something or I'm going to ask you to use this technology in a certain way. So we see that competencies can span between school and classrooms very easily. The next one, problem solving, we have plan, persevere, solve and explore. So if I'm talking about classroom, then I'm talking about can a student make a plan to finish their homework? Can a student persevere through maybe their difficult learning activity? I'm going to ask children to solve problems and I'm going to ask them to explore information or explore a part of the forest or explore something on a field trip. And so it's pretty easy to see those connections to classroom and it's also, sorry, also when you're asking them to look at this through a wellness lens, then when we want them to problem solve, we're asking them maybe to plan when to use their medication. So have a plan and maybe have a plan for how they're going to make some friends or maybe a plan to finish their homework so they don't have such a great degree of anxiety about tons of homework. We're going to ask them to persevere at home and so we're going to ask them, you know, don't give up. You have to, you have to stick with it, you have to keep trying. Through a wellness lens, when we asked our kids to solve, we might ask them to, you know, solve that problem of you're having a difficult time making friends. What are some things that you can do to get started on the path to making friends? We might ask them to solve, you know, the problem of not getting enough sleep or solve the problem of being hungry. So encouraging kids to become competent in problem solving at home closely relates to problem solving in schools where, again, we ask them to make a plan for an essay. We ask them to persevere through a difficult learning task. So we make these connections through all of, all eight competencies and with collaboration, you know, we have trust, compromise, contribute and support. We asked, as a teacher, I asked students to do those things every day and you're asking them to do them at home. If we can make that link between what they're learning at home and what they're learning at school, then that provides them that opportunity to transfer what they're learning in, let's say, transfer what they're learning at school and take it out into the real world with them. And that is how we get to a deeper learning and that's when we know, when a child can transfer what they've learned at home to a learning activity at school, then we know that there's deep understanding and a competency in that area. I am just wondering if anyone has any ideas about how you see competencies playing a role in your children's lives. Marcia, I'm just reading your question. If this is not just happening in health, can you give an example of when you're asking them to use this with regards to mental health during the day? Oh, you mean if this is not just happening in health class, right? And you know what? You bring up a really good point because being healthy doesn't, we don't just practice being healthy for 40 minutes and then walk away and we're reckless throughout the day, right? Everyone needs to attend to their personal wellness all the time and it should be happening in math and it should be happening in social studies and it should be happening in health. These competencies need to be practiced all the time. Students need to have opportunities to develop these competencies so that they come to a deep understanding of what it means to critically think and communicate and then they can transfer that knowledge over. An example of doing this in social studies would be, let's say I look at critical thinking. So I will ask students to reflect on the lesson and share what it meant to them. So if we've read a case study of a person who was interned during the Japanese internment camps during the Second World War, I would ask students to reflect on that person's story and maybe ask them to connect it to feelings of being bullied or I might ask them to put themselves in the same boat where they haven't felt welcome, where they have felt as though they've been judged unfairly and get them to relate their own personal feelings in that way to the internment case study. Another example, let's say if we jump over to goals, if we're talking about, let's say, being mindful in math class before I give students an exam, I might get them to do some breathing exercises to reduce the anxiety that they might be feeling over the math test. In science, I might ask them to look at the consequences of new technology and how actions have consequences and how do those consequences impact things like our health in other areas. I'll just share an example as well, Michelle. If we're looking at maybe a child who's had a problem with a friend, we might look at that managing information for them to share their story, sort out some of the facts, find the information that's useful for them, go through some problem-solving, so that planning, helping to solve the problem, we might touch on communication and collaboration about respect for each other, listening to each other, sharing and contributing to the conversation. So a student might develop these competencies to use outside of the classroom, we hope, of course, and develop that deep understanding of the competencies, and then we hope to develop the school setting to allow that exchange to happen. So create a space where they feel safe and cared for, they feel that they can be open and honest, they're in a safe setting, they're supported to have these conversations with friends, and to go through that managing information process or problem-solving process with them. That was awesome, Kate. I am going to put Matt on the spot here to address the next slide. Okay, so by focusing, and this slide kind of helps to tie all of these concepts together now today, so by focusing on the components of comprehensive school health, school communities can work together to support the development of the skills, knowledge and attitudes that children need to successfully navigate their life learning and work, the student competencies that Michelle was just referring to. So for example, a school's welcoming, caring, respectful and safe learning environments policy, and I use this example because all schools in Alberta do have a policy based on the welcoming, caring, respectful and safe learning environments. So for example, this policy can help to support the communication student competency. For example, these policies set the expectations that students consider all perspectives and communicate with each other respectfully, and can help even to provide or clarify language that all students can use to support respectful communication. So in this example, we're linking a positive mental health, the welcoming, caring, respectful and safe learning environments policy according to the comprehensive school health approach with the student competency of communication. And so as you begin to think of all these linkages, you can just imagine all of the possibilities between students, skills, knowledge and attitudes. So I'm going to give a moment for you to post some examples in the chat room yourselves. Kate and Michelle I believe have several other examples that they're going to add to the chat box as well. So I'll just give everyone a moment to put a few examples in the chat box of maybe how working within a pillar or a component of their comprehensive school health approach can work to support one of the student competencies. See Kate's put an example in there. Thank you, Kate. Yeah, in my example, I just built on that example and also talked about how student creativity and innovation is supported by creating an environment where students feel they're supported to think differently, take risks and apply knowledge in new innovative ways. And a policy like the welcoming, safe, caring, respectful learning environment policy will hopefully help to do that. And I see Michelle put an example in there as well. Healthy school. I just want to interrupt. I wasn't sure if I let everyone know that I'm posing as Christine Kwong in the chat room. So if you see Christine Kwong in the chat room, it's actually Michelle Jones. And the real Christine is Christine Kwong too. So yeah, I apologize for not making that apparent earlier on. I know I told some of the earlier people in the session, but I kind of forgot to let everyone know again. Sorry. No problem. Thank you for that reminder, Michelle. I know it could be confusing for some of those on the line. I see a question from Kathy here. She'd love to see some student opinions on whether they are feeling supported in their school environments. Is there any plan for student input in this process? That's a good question, Kathy. Off the top of my head, I know individual schools would probably look into surveying their students or getting input on whether the school environment is supportive of them. I'm not aware of anything at our organization's level to kind of collect this type of input. But maybe perhaps Kate or Michelle might be able to add a few comments to that question as well. I would just say that student voice or student input is really an important component of comprehensive school health. So we look at a variety of stakeholders having their input into the process. We kind of have comprehensive school health as the foundation of how we want to influence healthy school communities. But then we also have a process model that we follow around developing that shared vision and creating a team and gathering input and data. So that comes from student voice, and we invite students to be a part of that process of creating a healthy school community. And I think when we link it to the student competencies, asking them questions around the competencies, if they're feeling supported around mental health, or are they feeling that they have a safe and welcoming environment, are excellent posing questions to students. When we're have the school health teams going to get their input and then make changes from there. I do know of a school division I'm working with currently is looking at a student voice project to have some input into their mental health strategic plan as they move forward. So although it's not specifically around the competencies, it is asking them questions about feeling connected and belonging in school, ideas for change, and ways that we can move forward. Okay, great. So thanks for the examples in the box. Thanks for the added comments, Kate and Michelle. So hopefully this has kind of given you a bit of a taste of how these things all kind of come together. Now as we sort of approach the end of this first part of our webinar, I just want to take a moment to reflect on everything that we have covered today. And we've thrown a lot at you. We've talked about positive mental health. We've talked about the comprehensive school health approach. And we've talked about student competencies, the knowledge, skills, and attitudes that all students need to have. And so we just have a brief reflection plan for you as well. And I'll invite you to work within the chat box here. Before I do though, I just a quick reminder as well that you'll also receive a link in your email to provide feedback on this first webinar. So please just take a moment once you receive that to let us know how we did today and what you think. So as I mentioned, as we come to an end of this session, we'd like to lead you through just a brief reflection. So as I'm talking, please type your thoughts into the chat box as we ask you about your experience in this session. And I'll give you a moment to respond to each of the following four questions. So take a moment now and follow along. Please tell us things that you found today to be emotionally engaging. Something that maybe inspired you, excited you, something that engaged you emotionally in today's session. Give the chat box just a moment to fill up as I see many of you are typing. So Jen, the graph with mental health and mental illness was a great graphic. Thanks, Jen. That's a great comment. And enthusiastic and supportive parents, I agree, Kate. The ideas of how parents can help schools. The website provided some examples. So that's great, Angela. Thank you. Okay, so some great responses coming in here. Oh, that's okay. Let's try that again. There we go. So as we left you, there we go. So please write something in the chat box that you found tangible and practical today. Maybe a strategy that you heard or a new web link or resource. Let me just take a moment to think about something that you found thought-provoking from today's session. And feel free to type that into the chat box. Let's inspire some conversation here. Differences between mental health and mental illness. The concept of mental health and mental illness being different. So there's a theme coming out here. Great. A theme more motivated to get involved with your children's schools to help move the process along. Excellent. So that leads us to our last reflection question. One step that you think you'll take after today's webinar. Maybe that's sharing resources or having conversation with your own children or bringing what you learned back to school council. Really like the verbs. They feel like practical ways to discuss mental health. Excellent. So I know there's only a few minutes left and as you continue to type the one step that you will take after today's webinar into your box. I'm just going to turn it back over to Michelle to just tell you a little bit more about the remaining webinar series and to see if there are any questions on the line. Thanks Matt. We've got some resources up on this slide here. I've shared the webinar with you, the link to the webinar in the chat room. You should be able to make a copy. If you can't actually make a copy just email me and I'll reset the privileges but hopefully shouldn't have a problem. So these are the sites that are all linked. That'll help you learn more about student learner competencies, comprehensive school health and mental health. I included the Alberta Health website as well as the Alberta Family and Wellness website. They've got some really good videos there that are a fun way to talk about brain development and mental health. So please join us again on October 24, 7 o'clock to 8pm. We'll be hosting our second session. And although this session could function as a standalone, if you, I just would love it if you invited more people to join us. If you are going to invite them to join us, they have to still register. And in doing so, you should know that session two and session three are fairly dependent on each other. So you sort of need to register for both the second session and the third session. I'm hoping to see all of you and five friends back because we really want to get the message out that there are ways that parents can be supporting schools and schools can support parents. And we all have a responsibility to support mental health in our in our school on screen there. You see Matt, Kate and my email or phone numbers. We've got the description there for the next session. And yeah, I guess we'll be doing it again with Adobe Connect. So when you register, we'll be sending out another Adobe Connect email. So I am done. Yeah, it's 8 o'clock. Pretty good timing, everybody. I just want to echo what Kate said there in the chat room. I really do appreciate everyone who took the time out to hear this message today. And I believe you can register for the session right away. If those of you can't remember how you registered, if you look on your screen. You just go to erlc.ca and learning opportunities. You can do chronological listing and just scroll down until you hit October 24 and register right there. So this one has the day one and the day two of the next two sessions. And just tell everybody, you know, and this is no charge, both at erlc and Alberta Health Services are dedicated to helping support mental health in Alberta schools. So we would love to see you back. And yeah, I guess that's it. So anyone have any further concerns or questions, please don't be shy. Please feel free to email us. And we'd love to hear from you and we hope to see you back on October 24. Thanks for Matt and Kate for co-hosting and Christine for providing technology help in the background. And thank you everyone for your patience with some of the dropped audio and split screen. So we'll talk to everyone later. Good night, Kate.