Yes. So transitions are hard. And I feel like when we have this conversation, we have to think about like, what what's the connection between like sensory and transitions. And so one of the things that happens is there's tends to just be more sensory input, like more noises, more people talking, more movement, more all the things, as well as we're unpredictability. So even if we're learning to manage our sensory differences, when things become unpredictable, they surprise our sensory system or things like that. So that's kind of where the connection is here. And why we see such difficult times and I love that you mentioned like transitions can be hard for all of us. Because what I always say again, and again, and again, when I talk about this is that this is not something that's special for kids, this is all people all the time. So that pre lunchtime, some of the things that you might, so if you're pretending you're a kid in a classroom, you might, your classroom might play transitional music, which might be lovely, but might be too much for you as a kid who has sensory differences. Lots of times, you might have like a peer who's crying or upset because they don't want to clean up. Some classrooms will do like a light cue. So maybe the lights flickered on and off, or now all the lights are on, whereas they were off before. Something like that can impact you. We also have lots of movement between kids going all over the place. So you get those bumps and those kids who are knocking into you or you've bumped the table, and all of that stuff is impacting our internal sensory systems. So all that stuff. And then I also like to talk about the interoceptive system, which is a sensory system that we don't always talk about, which is kind of how our body is connecting to our internal organs. So when we think about pre lunch, we think about the fact that we might be feeling hunger. And that's going to impact our ability to manage or manage our overall sensory systems, because that is one of our sensory systems says we've got all that going on. And then we've got to manage our classrooms. So one thing that I really suggest with any transition is to really lean into routine, the more predictable that we can make it, the more kids are going to be able to learn how to manage that kind of up and down of sensory things going on. So whatever your routine is, lean into it and make it regular, consistent, predictable as much as you can. Things that I love for a transition like a pre lunch is to do maybe a music transition that gets your body involved, just so you think about like, lots of us know, the sleeping bunny song where all the kids go to sleep on the rug, and then they get up and they hop and maybe we let kids go between each song, you know, two kids go to wash their hands or whatever that next transition is. But when we can get our body moving and get some sensory input to that transition versus even just like a seated songs and we get a whole body's getting some good input which can really, you know, calm our bodies down from a sensory perspective, especially when all of this stuff has been going on. And it gets us right into the routine and it gets our body you know, we get this kind of input every day. And that can really kind of ease that transition and hit their system to be there and our proprioceptive system to love something like that as well as having kids help you with preparing. So maybe you have two kids carrying a bucket of plates and cups to the table that's getting that heavy work which targets are proprioceptive system. And again, can be really calming input for the body. It also gives us a job, a routine something that's predictable Oh, so it hits all of those things.