Yeah, so just to give a little context of the timeframe, because this matters, right? I was trained in graduate school from 2001 to 2005. I was a school psychologist from 2005, to 2010. And in though that timeframe, you know, I feel like my grad school training was still very deficit model, medical model we diagnose Of course, we're trained to test and place and diagnose and get get kids access to help, right? Like, that's what we do. Once I was on the ground as a school psychology intern, and really challenged with, you know, I was supervised but I was, on my own like, at these meetings and working with kids and working with parents, and then had we have lots of supervision early in our careers. But still, I had more freedom to be like, hey, what do I really think about this, and so even back then, in like the mid 2000s, I just had a personal like, reckoning with like seeing kids get restrained or seeing kids, that I felt like were getting disciplined for things they couldn't help. So I started to have these like, moments of this doesn't feel right to me. And I was so young in the profession, you know, you are really super empowered to say anything yet. And you're working with administrators and teachers who are older and more seasoned than you, supposedly. And so, you know, as I've grown and matured in my career professionally, and also become a parent, honestly, about advocating as a parent, and understanding how helpful it is to know what teachers are going through in terms of, you know, just the time load, just like how many kids they have, you know, I worked in schools where I mean, I had, like, 60 kids on my caseload, in one high school, you know, like just the caseload alone of, you don't have as much time and as an educator to do what you really feel like you want to do, if you're a really thorough clinician and want to really help. So they're always things with learning how to support behavior that you're trying to figure out. So as my work evolved, and my mindset evolved, I definitely fell into this role of really loving consultation with teachers, because I felt like if I can partner with the teachers and help them understand what I'm thinking about maybe where this behavior is coming from, knowing that they may or may not have had any of this mental health training, or, you know, even back then it was more just either it was anxiety, or we weren't using the word neurodivergent, or neurodiversity. We weren't talking about emotional regulation. We weren't talking about any of that nervous system stuff we were talking about. This kid is having behavior. And Where's that coming from? Or like teachers will say it came out of nowhere, it came out of the blue and parents will say this, too. And really, from early on, I always felt like there have to be patterns. There are patterns to this, just you know, and I just remember the first time I saw Ross screens work, I was like, yes, like, kids don't want to do poorly, none of us want to do poorly. So when you know, I started learning from Ross screen Mona della hook, you know, Laurie, DISA tells like people who are in this field, that kind of putting the neuroscience behind it. It started to make more sense to me from a nervous system experience, rather than this child is showing up with this behavior. So I'd say the evolution of mine kind of came from, you know, I was trained in these like, identify the behavior figure out where it's coming from. And, you know, I learned obviously, how to do functional behaviors. assessments and behavior intervention plans. But I always asked the team and always those kind of squeaky wheel that asked the team, okay, but how are we going to get the kid to do what we put on the plan? Like, that's all, you know, cute and fun on the plan. But what's going to happen? Like when it asked like, how are we supporting? And why is this happening. And so there's so much we can do to prevent behavior, when we fully understand the child's emotional experience in classroom or in the school building. So all of these things I've been really thinking about for two decades. And I do feel like in the last five years or so I've had more language around it more science behind it, that I get really fired up, and we talk about it, because I want all teachers to have this information and to understand where behavior comes from.