 As we close out the day, we would love to hear your reflections about what you heard today, given everything you know about British Columbia and social and emotional learning. And maybe we start just back at the very beginning, which is what is our ultimate goal as we came here together. Well, you know, so first of all, I just have to first thank all of you for staying so late, because I know it's been a long couple of days, so thank you. There are so many of you still here. And also, just to thank you to the Ministry of Education who's helped put this together. They've done just such a fantastic job, and I think we should be so grateful for being a place in the world, in which puts an emphasis on this. So I really think it's reflecting on that. You know, really thinking about the various speakers that we are in a very special place and a very special time. You know, I think Mark Greenberg was mentioning this idea that we have this bottom-up, tap-down approach that's already occurring. So I think that we should think about what we've done so far and also to say we have a lot of work to still do. So I think that that, in reflecting that, I think we've learned a lot. But I think many of you now want to know, okay, what are we going to do next? What's going to be our plan and strategy as we move forward? So I think that that's one thing to really think about as we move forward, what people are going to do. And before we step forward, though, as you say, just to maybe take stock from your perspective of what's happening in British Columbia now, how did we get to where we are now in the area of promoting mental health and well-being, promoting social and emotional learning? So I have to graph it. So there's been actually, this actually says five courses, but I've added a sixth one. You don't have to see what it is. But it has tipped our scale. We look at, I love what Monique talked about, this idea of educating the heart. Or we call it social-emotional learning that has now become ingrained within our province, educating the heart and taking about social-emotional learning mental health promotion. And I think we first had one of the things that we've seen is policy change. And policy change in itself is not sufficient, but it places a huge space in which to have this happen. If there's no policy, if this is an integrated with the redesigned curriculum, with the new physical health and education curriculum or mental health and well-being are discussed, that policy change has really helped move that forward. The next one is really about teacher preparation. And I first have a quick question for you. How many of you have gone through a teacher preparation program? I went through to become a teacher. You have to just look. Okay, how many of you had a course on social and emotional learning when you were in your teacher education program? Okay then. Oh, there you go. There's some of there. How many of you had a course on mental health? There, so good, I have to ask. How many of you had a course on systems leadership? Okay, good, oh there's some. I love that, I see how some. What we're finding is one of the ways to move forward is we really need to have this notion of mental health, social and emotional learning integrated within teacher preparation. One of the barriers for us moving forward is how many people who are currently in our system, how many educators actually know in depth about this. At UBC, we've started a teacher preparation program with a focus on SEL about eight years ago. We now have a master's program in the human development learning culture program that has a focus on social and emotional learning in particular, but we know that that is one way we have to tip the scale to move forward. We also have assessment or data that we now, as you heard, there was a whole data team who talked about all the different data we're collecting here in British Columbia that's not just about academic achievement. The data with the early development instrument, with the middle years development instrument, with the student learning survey, with the adolescent health survey, with the childhood experiences questionnaire. We have much data that's now being collected and we need to know how to use that. But that is one, we're ahead of the game in that way. We also have the science, the research of social and emotional learning. And I have to say, in many places I've traveled abroad, there's no other place I've ever been where there was such an interest in the science and the research for so many people. We're really interested in learning about the research that we're influenced by knowing about the social and emotional learning. I mean, it was even just interesting Mark talking about the meta-analysis that showed an 11 percentile increase in academic achievement among students who had social and emotional learning. And I got a sense that many people already had heard that. Yeah, and even the young student from SASE this morning who was talking about her prefrontal cortex, that would not have happened five years ago. So this notion of incorporating the science was so important. We also know that it's in schools that I would say there's probably a very few schools within our province where if you walked in the door and said, what are you doing to promote wellbeing in students or social and emotional learning that the majority would say, show you something that they're doing already. So this idea that we're seeing it integrated into schools, into classrooms and much is already happening. And I think also to me what's gonna tip the scale now as we move forward is systems leadership. We need to have, in order to move to system-wide change, we need systems leaders. Ones in which who actually are able to understand the system, able to use tools to be able to identify what's not working, where to move next. Leaders who, if you really think about what is a systems leader, I'm really trying to think of someone who it leads and it could be all kinds of leaders, there are, but those leaders who are able to have those social-emotional skills who are self-aware, who are socially aware, who can make responsible decisions, who can have good relationship skills and also who have self-management. And I think also, and I actually, it stuck with me with President Ono from UBC. I believe a systems leader is also able to be vulnerable and be able to be okay with that, to be able to be authentic and vulnerable at the same time as taking that leader to a bold model of that vulnerability because if I think forward about what one of the barriers might be, is because when we talk about mental health, or mental illness, and social-emotional, is that it's different than talking about math or science. There's a certain, we all have experience with something that's just happened and our hearts are vulnerable to it. And so we really have to have that compassion leadership to understand that if people don't buy in, you can't say, well, they're not coming in, but it actually might have to do with their own vulnerability. And courage. And courage, exactly. We have to have courage to be vulnerable. And I think, has anyone heard of Brene Brown? I guess, and a few of you have. I think that's something that we can bring forward. So this list that you've just shown us, or the teeter-totter that you just showed us, that again, just describe what are you telling, what's the story? So the notion is that in order to tip the scale, so to speak, to move forward to a system-wide change, you need multiple lenses, and you need multiple approaches. And really, to think about all of these is all the different parts of the system. Now, this is a very simple depiction of that, but the idea is that how you have to have these multiple layers, from leaders to schools, to having the research basis, but also having policy and assessment and teacher preparation, that you need all of these together to make, to tip the scale, to move forward. And that's generic, but this you're specifically saying, in so many ways, is British Columbia. It is British Columbia, yeah. It really has been, and I would say, in terms of thinking where we are with those, there's probably ones that are more advanced than others. Teacher preparation area, I think now as we saw many, if I would have asked that question five to 10 years ago, I don't know if the hard-pressed if anyone would have raised his or her hand. So I think we've made great strides. So you actually have, some of your students have actually looked at school districts across the province at their websites to see in fact what shows up. So this is a depiction of what's happening in the Big Picture in BC, some pieces stronger than others, but tell us about that piece of work, the scan. So it actually was Kate, where's Kate? Over there, there's Kate, who has started to do a scan, just so you know, you probably don't even know of district websites. To begin to say how many of your websites and your school, your district plans have actually intentionally mentioned anything related to systems leadership, mental health, well-being, social and emotional learning. And so far, and Kate, I'll see if I have this right, of the 30 that have been reviewed so far, I'm not finding out, the majority have some mention of one of those, one or more of those. So this again is showing that so much is already happening in British Columbia. This is not like a start from zero and we're moving forward. There's so much already happening. There's so many initiatives that are happening and we really need to think about how now to take this, I mean, that's why we're trying to step back and say, what do we mean about a systemic approach? Because there's lots of things happening, but are we doing it in a system way? What do you mean by when you talk about it, Mark talked about it through his models, but for you, how do you think about it? About the system approach. I think the idea of system-wide, well, I always think it has to be in the floors and the floors and the doors and it has to be so integrated within that approach. And we think about how, it's like the elephant metaphor. It was perfect, Tracy. It was wonderful to have that right beforehand because the idea is that many people are in the system and they're seeing this piece of it. Even students, even parents, even that, and how do we make sure we get to understand that elephant, so to speak, from those different perspectives and realize that each one is valuable. It isn't one correct way in saying like, oh, well, it's really this, but how we can only move to a systemic approach if we involve all. And you have a graphic that you use to look at the different elements of, well, isn't that a coincidence that you happen to have that here? There we are. There we go. So one thing, you've heard Mark Greenberg talk about the 10 indicators of school-wide social and emotional learning that include SEL in the classroom, programs, infusion into the curriculum, a safe and caring environment, adult well-being, school discipline, family school partnerships. And a couple of years ago at HELP, we created this infographic about a systemic approach to school-wide social and emotional learning. And I have to say, when I talk about SEL, I'm talking about mental health promotion. So keep on thinking of those as being interchangeable. And what we talked about is these three dimensions, and I think I could put up the long list of 10 indicators, but I think that these three, if you think about, so first of all, there's a social and emotional learning of the students, and that would involve some evidence-based programs and be infusion into the curriculum, but it also would be about students having a voice and youth engagement in those kinds of things. And then you move to the learning context. And the learning context is about the school climate, the school discipline approaches. It would be about even assessment, like what is being collected. And it also includes families and community. And I have to say, there's no way we're gonna get this accomplished unless we involve parents, unless we invite families and community to be a part of the system, to be a part of the journey. And then the last one I wanna click on, but I really wanna emphasize it in a big way, is the social, emotional competencies and wellbeing of the educators. I know there's lots of research Mark compellingly gave us those data, but they are part of the system and their wellbeing is so much a part of the system. So really thinking that, if you think about this as like a three-legged stool, first of all, the circle indicates kind of interconnectedness among all three. They overlap and go together. But then if you took away one of these, it would fall over. And the idea that you really need to have these three dimensions, as I said, multifaceted in combination in order to move forward. And I think, and the one thing I do wanna kind of just mention, one of the things we haven't talked about as much as the adult climate in the schools. So on the one hand we could be focusing on adult wellbeing and I think Mark alludes to this idea of the system so it doesn't blame me teachers it's about the systems that support teacher wellbeing. But I also have to make mention of the adult system within the school. And I often find that the children and their belonging is a barometer of how the adult climate is working. So we have to think about it for moving systems. How do you create that positive adult culture? There's Tony Breik and Barbara Schneider who talked about something called relational trust in schools. And they did a study and they have a measure to look at what is the relational trust among all the adults in that building and how they can, it's about creating that climate of adults that is so important. So I just wanna say these systems, as you start unpacking it you see that it becomes so complex. And so I guess the complexity just to say there's no easy answer. There's no magic bullet or silver bullet or whatever kind of bullet which I hate those kind of words and that kind of language. It's also aggressive. But anyway, there's no magic sauce. Yeah, what about the trust? What does that trickle down to describe a little bit more about that? What does it look like? What does it look like when it's not there? And what does it have to do with mental wellbeing of the students? It's so interesting. So I'll tell two little stories. So first of all, that relational trust is about how much you feel like you can rely on someone else. And when there was a survey done several years ago, teacher stress, if you know the number one most frequent stressor that teachers reported was not getting the respect of their colleagues. That was so interesting. And I think that idea of what is it like if you don't get that respect? And what does it mean if you don't feel that trust and you can't rely on the person next to you in the classroom? Maria, could you just come and watch my class real quick or having those, or the staff room? And you can't be vulnerable, that's for sure. Well, I know, the staff room, so I'm gonna tell a story. Okay, so some of you might know I was a teacher before I went back to graduate school and I was teaching, my first teaching job was seventh and eighth grade French in Oak Park, Illinois, near Chicago. And I was a brand new, I just graduated, I was like a long-term sub that was like a substitute teacher, PTOC, they're called now, I think. And so six months. So I go into the staff room. I'm there, I have seven days, graders. I go into the staff room the first day for my lunch. No one says anything to me. I go sit on the chair and have my lunch. Second day I walk into the staff room. No one says anything to me. By the fifth day, I was kind of sitting in my corner, having my sandwich. I decided to go, I just felt like, and I realized that I could have been more outgoing and could have gone up to people and said, oh, hi, my name is Kim and I'm here for a long-term sub, but I just, I didn't do that. So what I did do was I went back to my classroom that was empty during lunchtime and just sat in my classroom and had my lunch because I did not feel any connections. But do you wanna hear the wonderful thing that happened? So my students, because my classroom was like on a corner and it had windows that was on the first floor, my students started seeing me eating lunch by myself in my classroom. So those sweethearts, they would come to me and go, we saw you eating lunch by yourself when we wanna come join you. So by the end of a week, I had like 20 students in my class joining me. But again, you think about how do we create that adult, that compassionate culture in that school, in that district? How do we welcome people? How do we create that caring, that circle of caring in a way that everyone is included? So that helps give a good example. Yeah, I'm just, my brain is going to mental models. Why wouldn't that just automatically happen? Why wouldn't that just automatically happen? So now from now on I'm gonna be thinking, what's the mental model behind that? But one of the things that you've done is research the impact of that teacher whose well-being is ill, ill-being, the impact of that teacher on the students. And Mark alluded to it. So we also wanted to know, so there's research, I feel I'm gonna tell you some bad news, so be prepared. It's stress contagion. Now some of you've heard me speak about this before, I'm sure, but just so you know that like stress is contagious. Emotions are contagious, but stress is contagious. So even if you're not stressed, but you're among a small group of people who are highly stressed, you will actually get the negative physiological symptoms of being stressed yourself. And you could even probably think about times you walked into a room and you just felt the anxiety. You could feel it creep into your bones. So we did a study wondering if stress is contagious in the classroom. So think about the classroom as another system. So in this way we went to the teachers grade four to seven and we asked the teachers to complete a measure about their own stress and burnout. You know how much they were stressed, how they felt burnt out. And then to get the stress levels of the students, we were really interested in kind of getting biological data, like some indication of their stress through something called cortisol, which is a stress hormone. And we all have cortisol, it peaks about a half an hour after awakening and a healthy pattern is at declines throughout the day. And to get cortisol, does anyone know how to get cortisol? Blood, no, we didn't get blood. Saliva, spit, spit. So just so you know, grade four to seven students, love giving you their spit. No, they do, they really loved it. They loved learning about the stress in their brain, kind of like the kids do. They love the brain stuff. Yes, the university hill, yes. So what we found was fascinating. We found that those classrooms in which the teachers reported the highest levels of stress and burnout were the classrooms in which the students had the highest levels of cortisol indicative of high stress. Now, again, we don't know if it was students coming into the classroom from families that were highly stressed and those kids were coming in and the teacher was catching that stress. If the teacher was stressed and burned out and was handing it over to the kids and the contagion was there or some combination of the two. But again, we have to think of that complexity of the system and that system and that stress. And, but the good news is, guess what? Happiness is also contagious. Joy is contagious. So in the same way we can redirect that to create these joyful and optimistic and happy classrooms. Don't dogs also get? Yes, oh right. That's the oxytocin. So just so you know, oxytocin, which is not oxy-cotton, which was a warning us about not fixing them up. Oxytocin goes off when you, like you got it with another person to hug them, but also when you see your dog. Your dog and your dog gets higher oxytocin too. Oh, is that right? No. Well, that's good though because we're talking about wellbeing. So one of the things we talked about today on the data panel is how would you collect information about teacher wellbeing? So do you know anybody doing that? What would you, how would you do that? Because you're indicating that it's really important. It is very important. And there are surveys certainly that we have done. I'm working with Dr. Ava Oberle, who is doing a study right now, actually in Vancouver School District on teacher wellbeing and teacher stress. I think there's a number of surveys to really look at it. I think the important point here is how much not that we wanna blame the teachers in their stress and burnout. We have to look back at the system and see is there something in the system of by which these teachers are feeling stressed and it really makes me think that as you move forward, I don't, do any of you have any stressed teachers in your schools? You think about it and you think about here's all this amazing new things you're learning you wanna bring back and what sometimes the reaction will be even if it's the best things and sliced bread. Is that like a really old saying? Oh, it's because I'm one of the elders. That's right. But they will have a knee jerk reaction to push it away because they feel overwhelmed already. So how do you go about trying to make system-wide changes that mental model when already everyone's feeling so put on and I think to think about how do we create a system that has that wellness at the fore as an intentional focus and actually I'm going out where's Greg Smith? There he is over there. Sorry, Greg, I told you, I kinda warned you I would call you out but I know Greg Smith, the superintendent of Port Alberni has really had as a system leader has really put an intentional focus on well-being through the entire district so that school plans have to, and I see if I have this right, Greg, I might be totally messing it up, but with the focus on well-being. So everyone is already giving an intentional focus on how do we create cultures of well-being that support everyone. And what you need to have system-wide changes think about the relationships among all the different initiatives and how they work together. Or maybe some of them don't work together very well and you have to think about what doesn't fit in. But I think the schoolhouse really depicts that idea, and I think two things I wanna emphasize here. One thing, this is not so new. There's probably many things you're already doing. It's kind of that Wizard of Oz, that you're already doing many of those things, but that it might be not coordinated or systemic. Do you think we have about five minutes left? Do you think we can do your five takeaways? Yeah, I wanna do that. I just wanna say data is one of my points, but you'll get to it. This is Alberni School District. This is from the Middle Years Development Instrument asks fourth grade and seventh grade students, how many adults at your school are important to you? You see here is that you see that of those grade sevens in 2013, 2014, 34% said there's two or more adults at my school who are important to me. 14% said there's at least one adult at my school who's important to me. And just, I won't go into the whole literature, but science and resiliency shows the importance of at least one significant adult. 53% of students in grade seven in Fort Alberni said there's not one adult at the school who's important to me. I think that shook them up. They said, what can we do as a system to change these data? So it's using both data to instigate and catalyze action, data to collect across time to see if they made a difference. They put an intentional effort to say how can we be connecting with our students? I don't know the details. I'll send you to Greg if you want to know. The next year, they changed significantly from 51% of students now saying two or more to decreasing to 38% of students saying no one. And then they went further and continued to show this change. And this is a great example of how data in itself isn't meaningful. It's the interpretation of the data. And who you talk to about it. And who you talk to about it. Wouldn't it be interesting if you took these data and you said what makes it go to grade fours and sevens? This was grade seven. What makes an adult important to you at school? What do they have to do? Like, has anyone had that conversation with their students? Think about it, asking what do people who are important to you, what are they doing? What are their characteristics? What are their qualities? And wasn't, didn't you ask early in one of your studies, you asked students how do you know somebody cares about you in school? Right, in the high school we asked what are some things that teachers do to show they care? What do teachers do to show they don't care? And the number one most, by kids at risk, kids at honor roll, the most single most important thing was the teacher says hide to me in the hallway by my name. Cause it's you see me, you know my name there. They're shocked that someone knows their name. They often feel invisible. And it goes back, even if the work on school dropout that most kids who drop out of school, it wasn't because they have poor academic achievement, is they say no one cared. And there's a whole literature on push out versus drop out and things like that. So has anyone ever heard of Seymour Saracen? He wrote a book called The Predictable Failure of School Reform. So he talked, he actually was talking early on in the 80s and 70s about system, system wide change and system leadership. And I love this quote and it really is gonna emphasize the key points. To the extent that the effort of change identifies and meaningfully involves all those who will directly or indirectly be affected by the change. To that extent, the effort stands a chance to be successful. So you have to think about if you're trying to do system wide change using system leadership, who are all those who will be affected and how do you involve them in the conversation? Okay, now it's my five. No way? Okay. Do you wanna ask me with the five key messages? One of your five key messages, Kim? Okay, let me see. Okay, I have to remember these. Okay, this is, and so what I did is I kinda listened carefully and I know there's so many important things that have been said over the last two days and I wanna apologize in advance if I missed something really critical and I just wanted to have five things because I could have 30 but I figured we'd be here much longer but I'm hopefully encapsulated some of the key things that also resonate with you. What I've listened to is this starting with a strengths-based approach. Starting with a survey, maybe I've already what's happening that focusing on the system. So the idea of focusing on what we're already doing instead of saying like, here's all the things we're doing wrong and we have to go and fix this and go and fix that. Look for, use that appreciative approach. Use an approach that really looks for those things that are going really well and try and understand those as well. Use a collaborative approach. I've heard that over and over again from so many people that we need collaboration and this includes all voices including educators, staff, community, families and students and during those times to make sure you have time for reflection, that time in, I really love that phrase, the time in the idea of being able to be reflective, to be able to think about how you come together and get everyone's voice in an authentic way. The third one, and this is a really important one and I think really goes to the idea of mental health in schools. And I'll tell you what I've been to many meetings over many decades now, I guess it's been. And when you talk about mental health, when we talk about mental health in schools, my experience has been it often focuses on mental illness. Me too. That's what I mean. That we talk about mental health when people think about preventing mental illness. And do you know back when I was in graduate school when I was doing a study on mental health, do you know how I measured mental health? Depression and anxiety, and if you were low on those, you had mental health. No, it was true, that's what it was. Okay, they're mentally healthy because they're low on depression and anxiety. We really had a paradigm shift in the idea that things like joy and happiness and optimism and hope, these things are what constitutes positive mental health. And so we really have to think about when we talk about mental health and we use that mental health in schools, we're not just talking about mental illness. And so I tried to create, and I know Mark talked about Kathy Schwartz mental health assist. It involves three dimensions. Promotion, which would be universal approaches to promoting social and emotional learning, positive mental health. That's about a universal approach about prevention. And I would say something like mental health literacy is a focus on prevention by getting kids to understand the language around mental illness. And then of course intervention for those young people or even adults who already have a mental health problem. So think about, when we talk about mental health in schools, think about all three dimensions, not just the mental illness. And I think it's gonna be one of the barriers as we move forward as we even go into conversations that assist them and use that phrase mental health in schools, that we do have to be really clear about the definition and not make those assumptions, which I think with those systems tools really help you with those. Well language is, that's where all kinds of assumptions happen. But I wonder when you stay on this one, here we're talking about social and emotional learning, mental health literacy just mentioned and trauma informed practice. You've mentioned that they're in three different tiers, but are there common, are there commonalities? There must be some base that's the same, even though they fall into different categories of care. If I think about they are this multi-tiered approach of thinking about, so for example, mental health literacy actually requires that you have some self-awareness. Like if you think of the social, emotional competencies, self-awareness, you have to be aware of how you're feeling. Mental health literacy is also being socially aware, being aware of other people's, having relationship skills to go and find the help you need. So I would say that mental health literacy, that you need these social, emotional learning competencies in order to have good mental health literacy. They're kind of a foundational, necessary, but not sufficient condition. And then trauma informed practices, again, should underlie everything because you never know who has experienced trauma. But it's, to me, if I had a way to phrase trauma informed is really a compassionate approach to everyone, not making assumptions about what people are and being really sensitive to the experiences that others in trauma might experience. And not to have the mental model that it's only those kids who are from lower socioeconomic status areas that have those traumas. Yeah, I've been reading a little bit about that. There's some literature now, if you just Google trauma informed care plus compassion, there's an idea about shifting the language even around that just because it should be there, that should be the basis for all care. Yeah, and there's actually, there are some debates about even calling, still continue to call it trauma informed practices. And I think it's important to think about that. I go to number four. Yeah, cool. Aren't you just waiting to see what number five is? Okay, sorry. Use data as a way to instigate collective conversations and system-wide reflection and catalyze positive change. So data, as Peter said, data itself is meaningless, but use the data in a way that instigates these collective conversations with a curiosity. Because sometimes we go right away to interpret things, but the idea is that, oh, well, that's so interesting that so many kids say there's no important adult in their school, or that's so interesting that we're seeing that. I wonder what that is, what can we do to further investigate it. So it's about that open-mindedness and being able to approach the data with that rather than right away going to try and find solutions. And just to say that there's, sometimes at that point, one of the investigations is, what does the science say about? What does the science say about anxiety, as with the University Hill students, right? Exactly, to go for that science and to say, what do we know, so, for example, we know just, you know, as children enter adolescence, you see it's a typical pattern of seeing declines in motivation, increases in self-consciousness, increases in importance of the peer group. Those are, the research will tell us those are sort of trajectories that we see that we can expect. So, for example, if you're doing a survey of data from fourth to seventh grade, and you see that kids are staying the same, and you might say, oh, they should be getting better. Actually, them staying the same is a good thing, because typically the pattern is they go get worse. So, if they're staying the same, it's an interpretation of the data based on the science. Yes, right, so you need that triangulated in. And number, drum roll please. I hope, now I'm trying to remember what it is. Oh, yes, compassion. Building a compassionate system leadership and compassionate systems. Really, through an indigenous lens, again, I have to keep on saying how that idea of bringing love to the fore. Enjoy. Enjoy. And think about what inspires us to be happy. How can we move forward to always have that compassionate lens in which we see another person and interpret their behavior through that compassionate lens? Do any of you have any annoying students? Well, if you think about it, how can you start as a compassionate leader in the classroom, in your school, in your school district, to try and understand that other person? And I'd say a student or a colleague, I don't know if any of you have annoying colleagues. But to start interpreting their behavior from that, not knowing what pain or suffering they've been through. And compassion, again, I wanna just emphasize the difference, why I'm saying compassion and not empathy? So, empathy is when you are feeling with another person. You see that person's pain and suffering, and you actually could experience that same pain. Compassion is really different than empathy. In a sense, it's not just feeling for another person, it's being moved to move to action to do something to alleviate death suffering. And so that's why we have to really go about compassionate systems, which is about creating that circle of caring and responding to others in that way and really having that compassion. And I think at the very fore, and it started with the first activity. Yes, that's right. The whole circle. The relationships of thinking about the relationships that really inspire us, that really have the catalyze our action. Jeff, can I tell that story? Go ahead. Can you say, Kim, why don't you study mental health course? Have you ever had any positive experiences with teachers in your life, Kim? Well, I wanna say so it's so interesting. So why am I here now having spent 40, whatever, years of my life focused on this topic of mental health promotion, social and emotional learning, having been a teacher, working with teachers in districts for many years. And I think back, when you were asked a question with a teacher, I thought to my grade eight language arts teacher, Mrs. Hepperly, who I knew very well. She was someone who saw me, believed in me, but she did something very interesting during Christmas break, my grade eight year. Before Christmas break, she came to us and said, well, holiday break. She said, I want to ask some of you in this class if you would like to come over to my apartment over Christmas break to make some cookies and then go spend a day in a local mental institution where there are inpatients who have no families and no one visiting them. And she talked about these people who would not have, and I have no idea how she knew how she got. She just said, if you could come spend a day, you could do some skits, we could make some cookies and we could go there and spend a day with these people who have no one. And all of us raised our hands and said, yes, yes. Of course, because she had really told us about how we'd be making a difference in their lives. So here it is, Mrs. Hepperly who broke the system. I don't know how many teachers have a group of eighth graders over to your apartment to make cookies. First of all, we all came there and then went and spent the day spending time. And none of us were afraid, none of us were apprehensive because she had created the system of support. And to this day, many years later, that idea of how you can make a difference in someone's life, how at that grade eight, that transformational year which you develop a sense of purpose, could use that in an opportune time to catalyze our change. Because I think, I believe that we as a student benefited much more than the people even that we were helping from now. Kim wanna say thank you to you for being here and closing out this conference for us with your unique Kim-ness. So I'm sure you wanna thank Kim for that. Thank you.