and I think that there are a lot of tools that could be helpful with that. And I mean, from a policy perspective, there is this thing where I would like if I had my dream, because I've got two. Two schools of thought. One, we'll talk about the professional quality of life skill that that you it's free tool that you can use, that can help, like just, it's, it's not a diagnostic tool, right? This is not medic medical in that respect, but it does kind of point us in the right direction to see, well, how, how is my staff doing, or how am I doing? Right? If you're a teacher, you can take it, and depending on your scores and where your range, it offers insight and suggestions right, or what you might do to address it. So that's one thing people could use. The other thing I will say is that, from a policy perspective, I would say, and if I had my dream, I'd love to see something called EMTs, which is like an educator focused multi tiered system of support, where, like, when we think about supports that we're offering to our students, right? We separate them in tiers, right? And Tier one is like universal support. Everybody gets these basic things because that's what all kids need, and that's the supports they're getting. And then as we escalate tiers, or we go to tier two, you get a little bit more targeted support and intervention because of what you're experiencing at that tier. And then similarly, Li with tier three, when I think about it, for teachers or educators, tier one are, what are the universal supports, basic supports that all of our teachers are going to get as they our educators are going to get because they are part of the system. So I might think mental health first aiding, Mental Health First Aid training, we all have to take CPR, but I don't ever remember being asked to do Mental Health First Aid training, and at this day and age, we need it. This should just be basic, right? Tier Two might be working with for teachers who might or educators who might be working in systems that have more higher poverty students, for example, or kids who might be experiencing trauma. So what would we do there? Like, what additional supports might we give teachers at, you know, a school that has 98% of its students who are qualified for free or reduced price lunch are more multilingual learners. What additional supports might they need? Right? And then for tier three, there would be the schools that are in crisis. What are those teachers in Pasadena gonna get right, or Altadena gonna get after going through those fires, right, all those students are going to come back, and they're traumatized, and the teachers are traumatized too. How are we responding to our educators who are at that system? We need another level. Or what about suicide clusters? That was actually one of the biggest things that came up in the research, was like, when a student would commit suicide, one particular teacher was so bothered by that, but she couldn't quite articulate it the way she said it was. Nobody said anything. There was no support around how we deal with this as teachers. And then the next week, there was another kid in a seat. So what supports would they do with MTSS, it is just an organizing system. It's a way for everybody to come together, have a conversation and map out what supports do I have for all of my kids at tier one, tier two and tier three? If we have this same conversation and the same type of map for educators, then we can start to see in our system? Well, what do we have that's universal? What are we giving that all people should have? Do we have information around compassion fatigue? Is that built in? No, we're missing it. Now we can go and address it, right? So it kind of sets up this space for us to see what we have, to see what's missing, and then we can create action plans and steps and go and actually create the things that we see are needed.