 If I was to think about what my ideal trauma-informed school would look like, I would think that it would be different than our schools are right now in a lot of ways. I think that, you know, and this is coming from an Indigenous perspective, and also recognizing that lots of Indigenous trauma-informed practices benefit non-Indigenous people as well. I think that from my understanding of trauma and my personal experience with it as someone who, you know, has a parent who directly experienced a lot of trauma as a child, so someone who understands intergenerational trauma and vicarious trauma, I see trauma as something that is best navigated and put down and resolved through land-based practice. There is a monumental canon of literature at this point in time that talks about the benefits of green space for human beings, and I often wonder why we spend so much time learning inside and why we don't provide opportunities to support the growth and development of our children through land-based learning. So for me, trauma-informed practice would involve taking the students out of the classroom, either bringing land into the classroom or bringing the classroom into the land, and there's many examples of ways that we can do that really effectively in urban environments. I mean, it's easy in rural environments. The challenges there tends to be having the resources and the capacity to do it. But in urban spaces, it also has been done very effectively. School gardens provide a great opportunity for that. You know, and I've been involved in developing some programming at the UBC Farm. I helped to develop the Culturally Relevant Urban Wellness Program there, which was a program that brought Aboriginal youths in foster care together with new immigrant youth to spend time outside connecting to land for wellness. And I think what we found with these youth who brought a great deal of trauma with them, either as Indigenous people trying to move past Canada's legacy of colonization, or new immigrant youth bringing lots of trauma from the countries they had come from, was that simply being outside and having the context of land grounded them in ways that really supported their learning and provided them with a foundation of wellness that enabled them to understand and explore their own trauma in ways that ultimately led to concrete-scale building that we can see now longitudinally benefited them in a variety of ways. Many of these kids who started the program five, six years ago are now in post-secondary and they're coming from some of the most vulnerable, you know, subsections of the population. So I think that integrating land-based practice into schooling is something that I think is fundamental to creating more trauma-informed spaces.