 So trauma-informed practice, yes it may be beneficial to the kid on the extreme but it's going to benefit the whole classroom. Those who we would define as experiencing trauma have coping skills that we can't even imagine. They're at school. They're already there. They already have systems and patterns in place that allow them to get there and to operate well. If we can find ways to build on those those are some of those positive strengths that youths have. They also understand that humor is a huge way of releasing stress, releasing positivity, creating relationships. So often you'll find that kid who's disruptive in the classroom is also the funniest. And that's actually a coping mechanism and if we can honor it as such we can learn from it. We have kids in classrooms for six to eight hours a day, eight of us a long day, but their life is outside of that. So if we are able to acknowledge what's going on outside of that, find out what's working for them outside of that, find out what could be entering the classroom that's causing disruptions, we're already halfway there. We're already half the battle. If we can then help that student understand themselves how that experience is is affecting whether or not they can sit still or they can focus or if they have anger issues that's getting us three-quarters of the way. So trauma-informed practice is really about acknowledging that person as an individual, their strengths and weaknesses, and then validating and building on those strengths. I think it's safe to say that most if not everyone who is an educator has some investment in youth, has something that they like about you, something that they engage with and that's why they come to work. So if we think about having this as a district-wide or a school-based policy, we're already building on strengths that teachers already have, but what it does is it also acknowledges the extra work that students and principals and counselors and EAs are doing with students every day anyway. So if we have a policy, we have training, we actually are giving them more tools, but we're also also validating the work that they're already doing, which is why it's then impactful for the whole district.