Yeah. So I would say, you know, this is, this is something that has been in our frame of mind for some time, and that really came up coming into COVID and post COVID, right? We had a lot of children that were experiencing extra needs for support, and how we were going to meet those needs,especially in a time when support services were not able to be in person with children, and now we have children in classrooms where we normally wouldn't, and we're like, oh my gosh, what are we going to do with these kids that need extra help and support? And so I think that's where our conversation started with our team, to really look at what are the challenges that we're meeting, what are we seeing from children that they need support in and what resources do we have currently to help support that. I think the other thing that came into play was also looking at, you know, our center is NAEYC accredited, and we're getting ready to go through our reaccreditation, and looking at how we are meeting some of these needs for children as well. And so it kind of all came together at once. Whether that was a good thing or a bad thing, I don't know. We decided we really needed to take a look at it. And so we started talking to teachers and saying, you know, what are, what are some of the things that we're seeing, what are some of the supports that are needed? And we were dealing with some pretty extreme behaviors from some kids that had been coming in that did not have early childhood experience previously. So maybe they had been at home through COVID, or maybe their care was interrupted, or something of that nature. And so we were really trying to find out, okay, do we need to get our routines more strong? Do we need to have our, you know, predictability more strong? What do we need to do? And so we beefed that up, and that that worked for some, but it didn't work for all. So we're really still in this, this area of, okay, we have a predictable schedule. We have expectations. Teachers are doing really well with promoting the positive, but there's still some kids that are surfacing with needing extra support and help. And so I think with that, we we really wanted to look at, how could we also bring the parents into this conversation? Because we also know that, you know, if you don't have a relationship with the parent, you're not going to have a very strong relationship with the child, right? We've got to be able to build the two to build that support. And so within our parent advisory group, we had a couple meetings about one was just overall child development and where children are faring. And then we shared kind of some of our data of where our children were. And then we also talked a little bit about what happens when some of our children are not meeting the areas that they need to, and what can we do when children need help and support. So that's kind of where we started. And parents were so they were they were over communicative in this this meeting. They had so much to say, it was great, it was great, but it also helped us think, like, okay, when we have a child who is having some, you know, some pretty difficult behavior, and a parent is getting a phone call at work what does that do for the child? What does it do for the parent? Well, for the child, they may learn, you know, if, if I am acting like this, I get to talk to my mom or my dad or my you know, whoever my person is over the phone. Or for the parent, if they're getting multiple calls and they're at work, they might get in trouble with their job because they're getting these multiple calls, and they can't be on the phone at work. And so that's kind of where this conversation started. And we thought, okay, so what are some other things that we can do? And so talking about how we share positives, how we, you know, can have conversations with parents at the pickup time to say, you know, this went really well today. We had one little incident, but we got through this. Or maybe we're still working on, you know, using our words with our friends, or what have you. It worked for some it didn't work for others. So we're really trying to just find the best way to meet everyone's one's needs there, and then I think it was as again, bringing it back to that parent advisory meeting to say, okay, so if we're really struggling, what are some things that we can do? We have behavior plans that we can work on. Here's some things that we could try in the classroom differently. We also have outside resources. So we have a mental health consultant. We have, you know, all these different resources that we can pull in to really see what would work best. And I think that's where the parents kind of, you know, climbed on board with us to say, Yeah, that sounds great. We have a plan. What are we going to do? And then we, we worked out that plan. Tried to see, you know, if we've got a couple kids with some some behaviors that are a little bit harder to manage. You know, what, what is it that we do with them? How can we help support them in the classroom? And so we started having calm down spaces. We started having books that you can use when children need just a time away. We started, we actually had a one of our kiddos really did well with a drawing kit. So they kept a backpack with them, and when they got really frustrated, they could pull out that notebook and those special markers to draw a picture. We tried everything you could think of to help keep those kids in the classroom and in their learning setting. And then had to have a lot of conversations with teachers and teaching staff about what that means, right? Because I was just gonna ask, yeah, yeah. I myself. I am a previous preschool teacher. I was in the preschool room for over 10 years, so I understand, like, yeah, you want me to give them this notebook and let them color it? Well, now they're flipping chairs, or now they're, you know, hurting a friend. Well, how do I do that? I can't give them a notebook when they're trying to hurt a friend. And so I hear that, and I understand that. And so we really worked with the teachers to see, you know, what are those pre event things that we can do? What are those positives that we can put into the climate of the classroom to prevent some of those things? And so some of it might be, you know, I can tell when this kiddo is gonna get really upset. I can tell a couple minutes before, because all of a sudden, there they have a blank stare on their face, or this kiddo just gets up and walks away. Whatever it is that they were able to notice, we pulled that out. We said, okay, if you notice that, so what are we gonna do when we see, you know, our friend that has the blank stare? We're gonna get in and we're going to give some positives, or they're going to come be a helper, or they're going to, right, we tried many different things to help support that.