 I welcome to learn with the expert. We're so excited to have everyone here with us today. As we're waiting for everyone to come on in and join, we would love for you to introduce yourself in the chat. So open up the chat. If you don't see the chat button, you should see chat in the right hand corner. Open that up and share your role, where you're from. If you are still in the classroom, your grade level, if that's applicable, please make sure to select everyone. When select the drop down arrow and select everyone from the menu in the chat so that everyone can see your responses. Welcome everybody. So today you will meet a world class expert who will share actionable ways to support teachers, social and emotional needs through planning, professional development and trauma-informed self-care tools. Hello, Allison from Scotland, welcome. Hello, Michelle, welcome, welcome. Hello, Joe, welcome from the Philippines. Great to have you. Hi, Pat. Well, welcome everybody. So before we begin, we do have a few housekeeping items that we want to make sure that you are aware of. If you have any questions during this session that you would like our expert, Dr. Martinez, to answer, please click on the Q&A tab and ask them there. This just ensures that we will not miss any of the questions. If there are any questions that go unanswered, we will definitely reach out to you and answer them directly after the webinar. All other comments, thoughts, ideas, feelings can be put in the chat tab. So that everyone who's joining us today can view. Just make sure that your chat and your Q&A tabs are open. If not, make sure you click on the little chat icon in the lower right-hand corner. You will have the option to toggle between the chat, the Q&A, and you'll also see a handout tab. The Handouts tab will include key takeaways from our session today. Also, this session is being recorded and a link to the recording, as well as the handout that we will share today will be shared in a follow-up email in about 24 to 48 hours after the session is complete. All right, welcome everybody. Wayne, hello, Johnny. Welcome everybody that is joining us. So now that we have an idea of who you are, let's meet our team. I am Mia. I am the training and professional development specialist here at CSAH. So I facilitate professional development. I work with teachers and administrators like yourself on how to implement CSAH in your schools, in your districts, and with your teachers. I am based in Chicago, Chi-Tam. And before joining CSAH full-time, I did teach kindergarten in the Chicago Public School System for 10 years, but now I get to work with amazing educators and leaders like yourself in CSAH. So I am so happy to be here with you today. So now that you know who I am, let's go ahead and meet our expert. So today we are joined by Dr. Lorea Martinez. This is the second time she is joining us. She's so good that we had to just knock her back. She is an award-winning founder of Heart and Mind Consulting, which is a company that's dedicated to helping schools and organizations integrate social-emotional learning into their practices, products, and learning communities as an educator who has worked with both children and adults internationally. Dr. Martinez is a faculty member at Columbia University's Teachers College, educating aspiring principals in emotional intelligence. And we do have a surprise for you. We will be giving away three registrations for Dr. Martinez's most recent course, Growing Your Heart Skills. So make sure that you don't go anywhere. You stay tuned. Her book for educators teaching with the heart and mind is currently available previously. She was a special education teacher and administrator. She frequently blogs about how to incorporate SEO into teaching practices and parenting on her website, loreamartinez.com, which we'll drop a link to in the chat. Whoa, that was a mouthful. She is so accomplished. Welcome, Dr. Lorea. We are so excited to have you today. Thank you, Mia. It is such a pleasure to be back. I love CSO and I like to tell the story that CSO saved my life when we went into a lockdown and I had a preschool child and a child who was starting kindergarten in distance learning. And the CSO was the platform the school was using for distance learning and really everything that my child was able to accomplish through this platform was amazing. So I'm so happy to be able to contribute in this way. And today to talk about the topic of educator wellbeing, I've been in the field of social emotional learning for almost 10 years now. And I have to say that when I first started this work, I thought that I was gonna be really focused on supporting schools to teach and integrate these skills. And as I was doing this work, I realized that we cannot do any good teaching unless we have workforce, that we have educators that are really modeling these skills and that they have their own awareness of how they are using and modeling these skills in their classroom. So I'm excited to be with all of you this morning and to be talking about a topic that is dear to my heart. So I'm hoping that it will be insightful and that it will provide you some tools so you can go back to your school buildings and do something with this information. Well, thank you again for being here, Dr. Martinez. And you're absolutely right. Setting a strong foundation for a great year begins with teachers. And that's really how you create a healthy school community, which you'll get more into in a bit. The challenge of the past two years have really taken a toll on many educators' mental health. Stress is the most common reason teachers cite for leaving the profession. When experienced for an extended period of time, as unfortunately many educators have, stress impacts their ability to achieve their best work and really can worsen burnout. So in this session, Dr. Martinez will examine actionable ways to support teachers, social and emotional needs through planning, professional development and trauma-informed self-care tools. So without further ado, here is Dr. Martinez to teach you all about these actionable items. All right. So first, we couldn't start, sorry, without just taking a moment to arrive in this webinar, right? Probably you are, have been doing, depending on your time zone, maybe this is the end of the day for you. I saw that we have some friends in the, in watching us today that are coming from other places in the world. So just take a moment to arrive and just put in the chat, what is something positive that happened today? Maybe a situation or even something that you did that made you feel good with yourself or with your work. So hop to the chat and just briefly tell us what is something positive that happened for you today. So we'll take just a few seconds there to maybe bring up a couple of responses from you. So I see Emily says I had a successful tech lesson with kindergarten students. Congratulations, Emily. Tara says I was able to connect with a student with a potential internship. Someone was able to leave their classroom and go say hi to students and teachers during recess, help a student that was upset, connect with students. Someone had a successful sister training with new teachers. How wonderful. So just as a moment when we are doing this kind of work in our schools and recognizing the challenge and the difficulty that it is to be in education today with all the challenges we have had during the pandemic, it's important to have this attitude, to bring into our awareness, what is something positive that happens? And there are many things that happen during the day and some are difficult, but also we have those positive things. So how in a very short period of time, we can fill the chat with positive things that happen in our days. So thank you for sharing that and please feel free to continue to type in those things as we move forward. So just to put a little bit of a context of what is the experience that we are having? What is the moment that we are dealing with today? Sometimes I talk about the fact that we are experiencing multiple pandemics. And the reason is because we know how much distance learning and all the changes that we had to deal with has impacted kids' mental health. And it has been, here you have some data, but we know that students have experienced higher levels of grief, of anxiety, of depression. We see visits to the emergency room for suspected suicide have jumped to 31%. This is data from 2020. We have more than 140,000 children in the US where I am of children that have lost a primary or secondary caregiver. So they are grieving that loss. And we have seen a lot of increase in anxiety. Students that are going back to class and now the mandates here in the US, we just started the new school year and mask mandates have changed, the school protocols have changed. So all those aspects create more anxiety for our students. And when it comes to our high school students and our female students, they are reporting feelings of sadness and hopelessness and that has increased a 40% from 2009. So probably this is not news for you, but it's important to recognize what is the teachers have to face in this current situation that we have. And this is very recent data from the National Center for Education Statistics in July, 2022. They shared this data and we see that more than 80% of US public schools report that the pandemic has negatively impacted student behavior and their social emotional development. So again, within the context of this webinar where we are discussing how do we create healthy school communities through teacher wellbeing, we cannot have that conversation without acknowledging how the work of the educator has changed because of this, the negative impact that the pandemic has had on our students and all of those things that we were reviewing in terms of the data that shows the mental health of students being impacted, what we see is that that translates into a different behavior from students. So as you probably know, behavior is communication. So students and probably you experience this in your own schools or you have seen your educators come to you if you're an administrator complain about student behavior. And the reason is because they are dealing with all those social emotional issues due to the pandemic, to the impact on mental health. And that is being that the way that our students communicate with us is through their behavior. So we have to recognize that reality and also recognize that COVID has also impacted our teachers' mental health. So teachers in their profession, they have to not only address their students' needs, but the working conditions and the way that we have responded in a way as a global society to the pandemic has also impacted the well-being of our educators. And if you are in the US, you know that we have almost like an exodus from the teaching profession because teachers have found like it is so hard to stay in a job that they love, that they care about, but they have said that we can't do this anymore. So we have seen a lot of teachers look in the profession. Even teachers that were not thinking about leaving teaching, they have decided to maybe retire early or just leave the profession altogether because of the working conditions and the amount of stress that they had to deal with. So in this situation, the question is, what do we do? And that's what I'm hoping that I will give you some guidance on what to do in your own setting. But before I wanna give you an opportunity to share with us, what are some of the current challenges that you are finding in your own context in order to support educator well-being? So I'm gonna drop a link here in the chat and this is for a jump board. And if you can just quickly jump to that jump board and just share maybe like one or two challenges that you are experiencing. So we'll give you a minute or so to just share one challenge. And Mia, I don't know if it's possible to share that screen so we can look at it and then go back to the PowerPoint. Yes, let me go ahead. Perfect, thank you. Yeah, so some of you have shared, understand that it's such a big issue. I know in my own children's school they are when someone is sick or needs to go somewhere, we are still looking for a fifth grade teacher, right? So the reality of not having enough teachers to do this work is a real challenge. How can we support the needs of our students if we don't have enough personnel in order to do this work? Teachers are afraid to seek help, right? So what is happening with our teachers if they are afraid of speaking out or saying, this is very difficult. What is the culture that we create in our schools if teachers are afraid of asking for help? We see the teachers are being asked to do too much, not enough resources absolutely for first-year teachers that they are trying to navigate so much. Being a first-year teacher is difficult enough in regular conditions in a normal situation. So being able to do this under these circumstances of we are going into year three of our pandemic and some of the challenges are still there. Trying to close huge learning gaps, not only the learning, the academics, sometimes we feel that pressure, right? But also the social-emotional component. Low students fear of not meeting all the learners' needs, right? Teachers have really high expectations about how they support their students or not being able to reach them in combination with being under staff that can create additional stress for teachers, absolutely. So thank you for sharing that because that gives us really good data about this is a topic that we need to be talking about because these challenges are real. So thank you, Mia, for sharing that data and now we can go back to our PowerPoint. And these will be available. So if you wanna take a look later on, we'll make sure that we share a screenshot and image of all the challenges that you share with us. Perfect. So in order to kind of respond to the situation to this moment and be able to support effectively our teachers, I believe that we have to do it through social-emotional learning. The need to support our educators couldn't be any greater than in this moment when we see the teachers are living the profession because it is so hard to be teaching today. And one of the things that I talk about in my book teaching with the heart in mind is the fact that we need to do this work in a systemic and systematic way and taking care of educator wellbeing and being able to support their social-emotional capacity to help them develop those tools, those strategies in order to more effectively and efficiently deal with the stress of the moment and the challenges of teaching needs to be done through SEL initiatives. And the reason why I say this is because we cannot look at this problem that we have and say, oh, we're gonna do something that is gonna be patchwork or we're just gonna put the bandaid in this moment. Like we need to think about this as a systematic problem, as a systemic problem that is impacting the wellbeing of our educators. So anything that as you are reflecting as we are gonna be engaging with different ideas as you are reflecting on what this means for your own context, I wanna engage in thinking about the system. Not only what are the individual skills the teachers have, but also to think about what are the roadblocks that are making heart for teachers to do their work and be able to do it well. And in any SEL initiative, about your school, this is something that you do, we have to think about it from a whole school implementation perspective. And from the classroom, we need adults to have that social emotional capacity. And from the school, we need to be looking at what are the structures, what are the routines that support not only student wellbeing, it is our greatest hope and objective to support our students, but we cannot do that unless we support our adults. And as you know, the research has shown that when we have adults and educators that have that social emotional capacity, that has a direct positive correlation with the learning environment. So when we are supporting our teachers, we are also making sure that the learning environment that we are supporting the creation of a positive learning environment. Because if we have, as you know, stress teachers in the classroom, emotions are contagious. So when teachers are stressed, our students are gonna perceive that tension, they're gonna perceive that stress and they're gonna feel and experience that from their teachers. So we have to look at not only how we support the teacher as a whole, but also it is in our best interest to support educators because they are so critical, they play such an important role in creating that positive environment in the classroom. So when it comes to strategies, I wanna share five things that you can do to develop educator wellbeing. And I just wanna put it kind of like warn you that some of them you're gonna be like, wow, this is pretty common sense. But you would be surprised as I'm working with schools and school leadership teams supporting them with SCL implementation. How much of this is sometimes taking to pro-granted or we don't think about like, why is that important? So the first strategy that I wanna share with you is, and this is very simple, is like we need to ask teachers, what do you need? And I can tell you that sometimes leadership is hesitant to ask this question because in a way they are afraid of what the answer is gonna be or maybe they are concerned that they won't know what to do with that information. But we cannot support our teachers in effective ways unless we know what is it that they need from a social emotional perspective, right? So that's a very important first step is understanding what do teachers at your school need in order to feel supported, to feel safe, to feel like the administrators are hearing them. And of course, collecting the data is a first step and then we need to do something about it, right? Like one of the things that I believe creates more frustration for teachers is when they are given a survey or they are giving a questionnaire to answer but then nothing is done with the data. There's no a cycle where there is a response, the administrators don't go back and say, oh, this is what the data said and these are the things that we're gonna do about it. And here I have a resource that you can use. This is a free download from the Center on Great Teachers and Leaders. They have a survey called Educator Resilience and Trauma-Informed Self-Care and it's something that you can download and use and maybe you might adapt it to your own context but it's important to start with that piece of identifying needs and really understanding what is that your teachers, what are those roadblocks that are really getting on the way of teachers doing their work well. The second aspect is removing barriers. So using data to the data that we collected in number one and apologies here, I think that there's a missing resource here, removing barriers means that when we have collected that data we use that to look at what are the school structures, what are the routines and what are the expectations. With the goal of making sure the teachers are able to focus on the things that they do well and that is teaching. I have heard so many educators say the challenges and the bureaucracy, the things that I have to do take away so much time for me to really focus on teaching, on connecting with students, on creating that safe and supportive learning environment that we know is needed. So think about that idea of removing barriers and what you can do in order to do this effectively. Again, we are using the data to identify what are the teachers needs and then we are thinking, okay, what are the roadblocks and what are the things that get on the way? And if you're a teacher, if you're an administrator, there are certain things that they will be outside of your control. If you have a district mandate, if you have a state mandate, there are certain things that you won't be able to do anything about, but I think that creating that awareness that there are certain things you won't be able to do anything about, but there are other things that you do have control as an administrator. So focusing on those that you have control is gonna be important. And to ask yourself, well, maybe sometimes we fall into the trap of continuing to do things the same way that we used to do them. And this might be a moment to be more innovative and say, well, maybe there is a better way to structure our schedule or to make sure that we give teachers an extra prep and work the schedule to make that possible. So there are so many things in terms of like really looking with the lens of like, how can I remove barriers for teachers to do their work? Then the third aspect, which I think is so important and it really connects with all the work that I do with social-emotional learning is to focus on strengthen relationships. So imagine like if you're in an environment where a staff, there is no trust among your educators where there is no space, no time for teachers to come together and really strengthen their relationships. That's gonna create a tension. It's gonna create an environment where we are not working together towards a shared purpose. So as a community, as a learning community, it's important to do things and make decisions that are with the goal of strengthening those relationships. So in the way that you run your staff meetings in how as a leader you are connecting with your teachers, it is important to plan and organize the school life in a way to make sure that we have that goal of strengthen those relationships among teachers. And that means that you are planning to have that space and that time for people to come together and also to engage them in that problem-solving process. Again, once you overcome the fear of collecting the data, then you can be ready to engage educators and say, okay, how can we do this better in order to build a healthier school community, not only for students, but also for educators. And it is important to, and again, this is almost common sense, right? If we have a community that where educators don't have those positive relationships, how can we support their wellbeing, right? But it is different to think about like, I'm gonna plan with the goal of strengthening those relationships. I think that that's the differentiator when you are acknowledging that your goal maybe for a meeting, it is to create that space where teachers can come together and really talk about the real issues, the real struggle and do what, and engage them in that problem-solving. So they are co-creators of those solutions that you are trying to bring to your educators. The fourth aspect is being able to support adult SEL development. And this is an aspect where you see sometimes where there are certain activities that are being done. I would say two teachers, but not with teachers where maybe they are being forced to do some mindfulness or they are being engaged in activities that might have, they might have a good intent but it's not being done in a developmentally appropriate or respectful way. So notice here that on the slide, I have that it has to be done respectfully. And sometimes we are engaging teachers in activities that although our intent might be positive, it doesn't respect that adults have their own process. And I can tell you that I've seen so many times how when schools are trying to develop that the social emotional skills of educators, they just take the work that they do with students and they say, oh, this is the same than we do for the students. So we're just gonna do it for the teachers. But the reality is that as adults, we need a different way of engaging with this kind of work. We need activities that are developmentally appropriate that are adult that taking into consideration how adults develop these skills. So although this is important, I do wanna put that note there that as you are thinking about how can I do the social emotional work with my teachers that it needs to be done and it needs to be really thoughtful because one of the lessons on emotional intelligence kind of like one of the basic lessons is that when people feel pushed, they resist. So if you are doing this work and kind of like forcing teachers to engage in self-care, right? But we are not looking at what are those barriers? Like we looked at in the first strategy and the second strategy, if you are not looking at the conditions that make that job or that they're the teaching itself so hard, we're not looking at that before we do this social emotional work, it's gonna backfire because that it's not gonna be done authentically, right? And there is a part of this work where we need to support educators to develop these skills. I'm a big believer in the importance of adult skills skills because when we engage in this process, what we do is offer and provide more resources, more tools and strategies for educators to be able to be more resilient, to deal with the stress in more effective ways but at the same time, it cannot be an individual effort on its own. You have to combine that systemic, the school-wide perspective and collecting that data and removing those barriers so then you can really support the adult SCL development. And this is a place where many administrators feel uncomfortable because they wonder like, how do I develop the adult social emotional skills of my staff? And this is one of the reasons that brought me to create this online course it's called growing your hard skills because I saw there was such a big gap in the resources that were made available to schools where administrators, they knew they had to develop the educator SCL skills but maybe they didn't feel comfortable engaging in this work or sometimes the trust level at the trust level within educators, within the staff is not high enough where you would feel comfortable sharing about your feelings or sharing about your struggle. So this is a course that I've created. It has seven modules and just to give you a teaser here so hard in the hard in mind model is an acronym that stands for five essential social emotional skills. So the course goes through these five skills and it provides tools for educators to develop those skills. It has a self assessment. So teachers really know, okay, I'm starting this course and what are the skills that I need to develop? So the self assessment gives you exactly this is a place where I need to focus maybe sympathy maybe it's more on the self management side. And once you have completed the course you have an opportunity to take that self assessment again and see how that growth happened. And I would be very happy to talk to you more about the course and how you can implement it. If this is something you want to bring to your school there are schools that are using it and they're engaging teachers and someone at the school is facilitating so they are creating a community of practice where maybe teachers are engaging in a couple of modules before that community of practice meeting then they talk about it at school then they do a little more work on their own they come together again and they are doing this work over the course of a school year and there are also some opportunities to do coaching with me. So I know Cisa put the link in the chat and take a look and please reach out because I'm really excited about offering this research to school as a way for schools to be able to engage with that work of developing the capacity of our teachers in as I was saying in developmentally appropriate ways and respectful ways. And then we come to the last strategy and this is kind of like looking for if you're an administrator or if you are a coach you work with adults in this capacity or maybe if you are here because you wanna hear the strategies and then bring them back to your leadership team there is an important component about examining how we lead, how as leaders of this work how are we creating those emotional connections with those teachers that we are trying to lead. And this is a lot of the work that I do with my students at Teachers College where we look at what is the emotional intelligence of leaders, right? And using these skills that you are trying to build and create that healthy school community is important as you are reflecting on this work to think about sometimes I say, what do you bring to the party? Do you bring donuts or do you bring cactus? And that means that reflecting on how are your interactions with the teachers and of course as administrators there is a part of accountability that you can escape, right? That is part of the job but you can have that accountability also with compassion, with care with an honest approach that that is another human being and sometimes when we see people struggle and we feel overwhelmed it's hard to approach them to really understand what is it that they are going through but creating that emotional connection is gonna make us be able to support our educators so much more effectively and really to touch on the things that are being hard for them and those may be different by individuals it may be shared by the community but really creating that emotional connection is gonna be very important. We can't do anything without trust, right? Like you can ask teachers to teach a new curriculum but if there's no trust, right? Like the environment that it creates is very different so thinking about like what is the trust level and then if there's no trust which might be something difficult to acknowledge but to say how would my leadership change if my only goal was to build trust among my school community, right? That would mean that as a leader your focus, your time the way that you would prioritize how you are investing your resources in your time would be different. But as we know from research creating those emotional connections and creating that trust is such an important part of really creating high-performing teams, right? Just from the perspective of organizational development those are components that are very important and they start with the leader, right? They start with the administrator and again, you don't need to have a role in order to be a leader maybe you are the one who's trying to cheer up teachers maybe you are the one who has a little more space to do this work and you are supporting the teachers so if that's you then you don't need to have a role that can be, you know, I'm talking about you and your influence as well. And then there is the part around how leaders engage their own social, emotional and cultural competence. We live in a moment where we have to pay attention to what is our cultural competence how we are responding to the needs if we work in diverse communities if we work with communities of color not only in our student force but also in our educator workforce we need to pay attention as leaders like how are we engaging and modeling those skills as you know it is very sometimes I say for teachers we cannot teach what we don't practice when it comes to social, emotional skills but for leaders it applies as well because if you are trying for educators to have tools to deal with their stress more effectively or to, you know, to be honest with their emotions we as leaders the work starts with you, right? It has, you have to do that in-work process first before you can look out into the community and ask teachers to do the same work. So those are the five strategies that I brought for you today and I have a handout that I know CISO is gonna share for you where you have them. I actually think that we had the I think I saw the handout, right Mia? When I was sharing the slides I know I saw it at the beginning, I don't know if I... We have linked the handout in the chat and we also will be sharing that in the follow-up email and it is also in the handouts tab as well. Okay, awesome, this is an awesome platform first time I'm using it but I'm loving it how everything is right there. So just to close before we move into questions just wanna, you know, leave you with this thought that the same way that we talk about students having that need to feel seen and feel supported and safe when they are in school I wholeheartedly believe that the same is true for educators when our educators feel they feel safe in our buildings, they feel supported, they feel seen someone is hearing their concerns and those obstacles and someone is there that has their back I think that is the way that we can keep teachers in the profession and I think it starts as I was saying with how leaders are leading this work to do it in authentic ways to ask teachers what is it that they need and then to work as a community to solve those problems because this is not a one individual problem, right? This is something that we need to be able to address as a community that is concerned for the mental health of everybody, right? Not only students, but also our educators. So yeah, so the next slide just has my contact information my website has a ton of information as Mia was saying I've been blogging about SCL for many years so you can, if you are interested in SCL as a whole you'll find many resources there and I'm on social media, Twitter and Facebook and particularly if you're excited about that course I would really love to talk to you about ways to bring it to your school so draw me an email, let me know and I'm happy to chat. Thank you so much, Dr. Martinez. Thank you so much again for sharing all of this welcome knowledge. There are so many gems that you drop. I love what you said about emotions being contagious and that when we are supporting teachers in turn we are supporting our students as well and that idea as leaders of really paying attention to how we engage and how we lead and modeling those skills so that we can create that positive school culture as well. All right, so we are going to oops we do have the handout, sorry I went back to your slides I can't seem to click back over to mine but we do have the handout once again that we dropped in the chat and also that is linked in the handout tab and that will be shared as well in the follow-up email so look for that and take a look and that handout does contain those strategies that Dr. Martinez talked about and a planning space for you to kind of reflect and plan some next steps in order to develop that teacher wellbeing. So now we are going to open it up for questions. So if you have any questions make sure you put those in the Q&A. So here is one, hi, I'm on the center of great teachers and leaders website but can't find the survey. Could you let us know where it is in the website and where we can find it? Sure, yeah, I'm happy to share that link with CSOLF folks and then they can send it out in the follow-up email. Great, thank you. We'll make sure that we get that in that email. Let's see what other questions we have. Okay, I understand everyone will work through the modules at a different pace but can you advise an approximate time that the course would take to complete? Yeah, so more or less the approximation is that each module would take two to three hours to complete but most of the work is not in the platform. So there's each module has I would say as a maximum 30 minutes of watch time. So that's where you get kind of the content but most of the time is gonna be spent practicing the tools in the module. So part of this work is to build awareness but once we have that awareness we have to go kind of out into the world and practice. So that's where teachers would spend most of the time thinking about like how we manage our emotions. For example, there's a five step process so you would go in and you would try that process and then go back into the learning platform and type in like some of the things that you found out from your inside. So I would say two to three hours but from the content perspective I would say 30 minutes and the rest of the time you are just practicing the tools. Great, thank you. Do you have any resources for supporting adults with their social emotional learning? Yeah, so the courses as I shared is one of the main resources and one that I'm really excited to share with communities now. And I think that just to give you another example I think even if you think about how you are running staff meetings for example many times what in my and I'm a former teacher so I've experienced this on the teacher side as well where people come together for staff meetings and most of the times they spend sharing information that could be sharing an email or a handout and there's no time to build that sense of community. So I feel like any opportunity where adults are coming together it's a great place for the leader to organize a meeting where you are actually purposefully just creating connections and having people interact with each other sharing about their celebrating the accomplishments and also sharing those struggles but really planning those adult spaces in a way that it's a lot more relationship driven. Great, thank you. Do you mind sharing your contact information one more time and the information about the course? Sure, yeah, so you can contact me at www.laureamartinez.com and you will find on my website there's a contact tab and you can send me a note there that goes directly to my inbox. Great, we will drop that again in the chat and we will put your website information in the follow-up email as well. Let's see if there are any more questions. Will there be a replay? We are recording this session so we will be sharing the link to the recording in that follow-up email along with the handout and with Dr. LaRaea's contact information that we've in all the strategies we've gone up today in about 24 to 48 hours. So yes, you will receive that. All right, it does look like we have gotten through all of the questions in the chat. Thank you so much for those amazing questions that you shared. Before you do leave today, we do have a goal that we want you to set for yourself. We encourage you to take a closer look at at least one of the strategies that Dr. Martinez has shared today. She shared so many amazing strategies and determine what your next steps will be that you will take to begin developing your educator's wellbeing. And also we welcome your feedback. So we wanna thank Dr. Martinez for helping us understand the importance of really creating that healthy school community. We will be giving away three free registrations to her course, Growing Your Heart Skills. So make sure that you complete the Google Form that we are dropping in the chat to not only give us your feedback so that we can continue to make these sessions, cater these sessions to meet your needs, but also so that you can win a free registration for Dr. Martinez for her course. And we'll reach out directly to the winners following this session. So if you would like to learn more about CSaw and how you and your teachers can use CSaw in your schools and in your classrooms, please visit our new learning hub and you can access that learning hub at learn.csaw.me. We will drop the link to the learning hub in the chat as well. And I just wanna say thank you again, Dr. Martinez for sharing all of your amazing knowledge with us on how to support teachers' social emotional wellbeing. It's really critical that we do focus on that, especially right now. So thank you again and thank you everyone who joined us today and we hope to see you again soon here at CSaw. Thank you everybody.