Hi everyone and um thanks for joining our final webinar in the series around pupil wellbeing and um I’m guessing it’s halterm week for a lot of you so I really appreciate you giving up your time to be here and you know take part in this webinar um yet again we have
Some really great speakers like for you that can I really hope that can just help you get your heads around um pupils your well-being you know and your staff and you take away something from this webinar that you find useful and it’s going to help you in the coming days and
Months so without further Ado um I would like to hand over to Mike AR arer Mike arer did I say I said it right that time Mike yeah you’ve got it right youve got it right awesome um um and I’m really pleased to could join us he’s he’s huge
Following on Twitter around wellbeing and Mike is going to have a chat and then introduce the um following speakers so without further Ado Mike over to you thanks dunan hi everyone I hope you’re all all well and enjoying the sunshine and reports that there’s even sunny and Cardiff apparently in the chat that’s
That’s an achievement um I hope that you’re all doing okay um and last week I think was particularly tough for educators I mean the last six weeks especially have been hard but last week with everything that’s been happening especially in the UK around lots of guidance I do
Hope that you manag to get a bit of a break over over the bank holiday and manage to rest I I just want to take a very short period of time today to just give you hopefully a couple of useful reframes um and a couple of bits of
Information that might help you think about how you might put forward some plans when you return to school whether it’s the first whether it’s the 15th you know whether it’s a more gradual process according to what you’ve decided the first thing that I want to just take a
Moment to acknowledge is that I I think we need to take a moment to step back and question some of the narrative that we’ve been given in terms of what we’re currently seeing or what we’re going to see going forward for young people’s mental health the main thing that I want
To put forward is that there are lots of reports in the Press about aami of of of mental illness and and there are two real problems with that that I would just want to point out to everybody firstly actually what we often see are not symptoms of illness but
Rather symptoms of distress and actually young people will be coming forward potentially with lots of different adaptations based on the experiences the circumstances and all the different things that they’ve experienced and and therefore we can’t necessarily classify what they’ve experienced as elements of acut need or illness and that’s very
Important because actually one of the things that many people I think fear is that we’re going to deal with so much complexity in young people’s needs that if we frame it immediately as illness I think what will happen is it Des skills and and and allows our Educators to feel
That they’re not equipped to meet some of those needs coming forward there will undoubtedly be some elements of acute needs and that will arise from this and that’s not to say that won’t happen but generally speaking actually what we’re going to see are many elements of symptoms of distress so that’s the first
Thing I wanted to put forward so that it gives us a little bit more hope and a little bit more understanding of the context around what we’re seeing secondly the likelihood and all the evidence that comes forward from from post- disaster communities from lots of different societal um issues around
Social justice and all of those things actually points towards the fact that very very often we don’t see the immediate effects very early on what actually happens time and time again that’s been shown from evidence from lots of different places all around the world is that we see a more gradual um
Triage need and a more gradual response to what people have experienced on a population basis but what I mean by that is that well you won’t necessarily see all those needs emerge as soon as those children come back into school probably not even that week probably not even
That month what what we have to think about therefore is a model to put forward that would allow us to triage those needs over a period of time so so plowing interventions in on the first month will not be beneficial and and I don’t mean that that won’t be beneficial
For some children because that they will need that and that will be the case so what actually we need to think about is all of the models of support that we’re putting forward in our settings think about instead of getting children to contemplate and reflect on what’s
Happened to them because that will be very challenging for many they won’t be able to process the events maybe that have happened they won’t be able to understand or to comprehend straight away instead of contemplation we need to mainly think about coping and continuity those are the immediate needs that we
Have to put forward because what we see is time and time again you know the evidence comes back that we need a huge amount of safety interaction support all of those things as well as distance from our problems before we can even start to imp pick them comprehend them and feel that
Physical sense of safety before we can actually start to process what’s happened to us so so don’t be surprised if when many of your children land back in your settings um that actually they won’t be able to articulate necessarily the experiences that they’ve had and how
It’s affected them which is which is why and I know Julia will will probably talk to you more about this and but which is why a lot of professionals that I’ve spoken to somebody said you know similar to to maslo to maslo absolutely you know we know that whilst people are in
Constant states of Regulation and safety that self-actualization which is at the top of you know Ma’s period is actually very difficult for people to achieve so that’s a very good point but Julia will talk about as well I’m sure that actually lots of people say well we need
To flood the Space full of counselors we need to flood the Space full of therapies and all those things and and as Julia’s rightly shaking her head that time and time again what we know is that we need universally accessible emotionally invested adults and relationships to get that continuity and
Coping forward and then of course we need lots of people with lots of different skill bases to meet the need in specific areas so I just wanted to put that forward today to try and calm some people’s fears around this because I know that as much as there will be an
Emergence of need that happen and we will see that I I want to warn against the framing of illness and I want to warn against the framing of a tsunami because actually the realist the realistic um situation we’ll find ourselves in is triages over a long
Period of time so that should give us some ability to think a little bit longer term so don’t worry necessarily about plowing lots of interventions in straight away I would just put one last note before I hand over to everyone else um and that note would be I would have a
Look within your Provisions within existing service service level agreements within existing um Tas that are hugely skilled at this work mentors all of those people find out who can work flexibly who can work with a gardening group who can work to those social distancing parameters who can
Work with Outdoor Learning who can use that therapeutic way of working without putting in a formal one-on-one talking based intervention we need much more regulation when our children come back due to the amount of adaptations that come forward so that’s that’s just me I know I’ve just launched a load of
Information at you and I appreciate that that that might be something to take in but i’ just like to give you two websites just before you go so if you just want to drop these down and I’ll make sure that they are included within within the notes that go out afterwards
As well or on the website some way too and and those two websites are are ones for coping for both adults and for young people some strategies that you can use that we’ve developed with the NHS and also for those people who are may be experiencing a little bit more acute
Stress who are having lots of difficult and distressing thoughts the two websites are ww. um wellbeing and coping.saw I’m just going to pass you over now to the um wonderful um Nicola who is um director of MSM training um sorry n SM training want get that right um and also
A wonderful consultant teacher and author and all around very very good egg so ni to you I don’t know how to follow that Mike to be honest with you I really don’t thank you so much for that okay I’m going to go straight onto um my PowerPoint because really mirroring what
Mike has just said and I know that Julia and also Joe are going to be touching on this you know the areas of stress that we’re looking at and also the need that we need to have now of this this way forward this recovery when we’re looking
At loss trauma anxiety and also grief so what I’d like to do now is i’ just like to touch on um just the elements of of trauma and things that we can see and and like with all the webinars that I’ve been doing if you’d like because I’ve
Got some PDFs in here as well and some additional information so if you need any of that then just email me and what I’d like to do is just is just throw throw throw out there just a few strategies few a bit food for thought and different things like that so if we
Ever a look at childhood trauma it can result from anything that um disrupts a child’s um safety so we we’ve got a list here and everything that we’ve been going through at the moment especially with the isolation away from school and different things you know re really kind
Of comes into this as well and I think something that when Mike was talking it kind of came to my mind and that is that you know we need to keep this simple we need to keep this straightforward we we need to make it doable and one of the
Key things that we we need to be looking at is relationship building and also becoming the person that that you wanted when you were in school and something like this maybe would have been going on so it’s always to think about that person and I know that Joe last week
Showed a video clip of Ian Wright the footballer and if you can Source out that YouTube clip and I’m sure she’ll send you a copy of it it just goes to show that who we can actually be in a child’s life to provide that safety and that
Security right I’m trying to move on to my right I’ve got it I’m still getting used to this webinar approach so something that I would just like to um just to share with with everyone here it’s taken from the Solly Hull approach I would highly recommend that you take a
Look at this approach um and this is one of the areas that they look at here and now I know I’m going to be labeling with this so please bear in mind I’m only labeling just to get some information over and this is information that you may observe now with the children you’re
Working with or children at home and it’s just something just to think about and just to bear in mind when we’re looking at what they’re actually going through so if we have a look at the one column there where we can see a child that’s having their needs met everything
Is fine everything’s going the right way that’s naturally what we want but on the flip side if we have a child that’s had abuse neglect or degree of trauma and that’s what we’re talking about now then potentially we can have two different types of child one that potentially
Could be hyperaroused and one that’s dis associated in my experience as well you can have one that flips between the two now then the hyperaroused is crying out for attention they’ll do whatever it takes to get the attention and these are the ones that are very easy to spot now according to
The research done by Bruce Perry it tends to be more boys that fit into this category but again I’m labeling here and please take what I say with a pinch of salt because every child every individual is very very different the disassociated child is one that I’m I’m
Always more con concerned about because these tend to blend in with the wallpaper but they’re both equally concerning and we just need to be careful when the when we’re working with the children just noticing these key traits you know are they a little bit more reserved or are they just out there
Looking for their needs to be met and communicating their behavior which might not be conducive to to the school environment or to the home environment so let me touch on this and I’m going to come back then to that diagram going back to Bruce Perry and
Again check out his website um I think it’s called Child’s trauma and he’s he’s from the United States there’s a bit here that stands out to me and that is the child’s template for brain organization is the stress response and when we’re looking at a traumatized child fear threat unpredictability
Frustration chaos and hunger and pain lots of things going on there but it is the stress response so this just go back to this diagram and I’m going to ask you a question it would be really interesting to see what you put in the in the chat
Area researchers a few years ago took a swab from the inside of a child’s mouth that was hyperaroused and a swab from the inside of a child’s mouth who was disassociated to test the levels of the stress hormone cortisol what do you think they found
Put in the chat area now do you think they found that it was higher in the hyperaroused child higher in the disassociated child or equally high in both now I’m not even going to attempt to touch the chat here because all my webinar will go wrong so I’ll have a
Look at those answers in a bit but I’m going to give you the actual result what the researchers found that they were equally high in both give or take so even though the hyperaroused child is clearly displaying you know an indication of stress it’s also there in
The disassociated child and we need to just bear that in mind and also so think about simple ways of creating that safe environment and reducing stress and I’ll come back to reducing some simple little strategies you can use to reduce stress here’s a checklist here um signs of
Trauma in children and Adolescent and this might be of interest to you and I’m not going to go through it but it could provide a little bit of a checklist again remember you know children don’t fit into these categories 100% And it’s just to take all this information to add
To your already outstanding toolkit when we’re working in this area things that we can say to a child as well when they’re in this state of stress or or feeling uncertain and again the way that I like to say things is in a very slow low low response and that way we’re creating
That that sense of comfort as well so again you’re safe I’m here tell me about it what you need from me so having a script like that not reading it out as a script but having these tools of thinking of what can we say when we’re working with this child when this child
Comes back to school because it’s all about reducing those stress levels and again this not say things like what’s wrong with you and I’m going to put this into the context like when I’m working with children you know the very challeng in children that sometimes
We can get in school you know i’ I’ve caught myself a few times over the years saying it what’s wrong with with you but we need to think now about no what’s happened to you I I want to start to understand what what is they a map of
The world what is they looking like what is it looking like what is that their interpretation of what has been going on because it’s not what happens to you that defines you it’s your interpretation of what happens to you defines you and it’s guiding them to really understand what that is and we
Can do that just by looking at their behavior observing and saying something as simple in our minds as I’m interested in that I wonder why they’re doing that and what is it that they need from me now here’s another PDF that that you might find of Interest I will say say
When I use this I don’t use all of it I pick out one two or three things and I create a plan for that particular child so I know Joe is talking about bereavement later so it could be something that my favorite memory of this person is the hard as time of the
Day is I’m really missing my support system includes I really need more of this um I find it helpful when or I find it difficult when so again creating a plan um around certain children that maybe you’re a little bit more concerned about can really really benefit
Them what other things can we do exercise exercise exercise you know we need to be bringing that in now especially when we’re in lockdown and also now when we we’re in school the morning mile is an excellent one to do in primary schools one that I tend to
Use to help to reduce stress levels assorting activities now this can be done on an individual or it can be done as a group or a whole class depending on how you want to do it but before I give you some examples of sorting activities
Let me ask you a question and and I hope that a few people are are going to agree with me on this but if you’ve had a very very stressful week and um and you come home does anybody here clean the house and feel a lot better I’m hoping I’m
Going to get a few takers on this one now because for me I come home I clean the house and my stress levels go down because cleaning the house is a type of sorting activity and sorting activities calm the brain down so again what we can do with certain children is give them
Little sorting activities to do so for example for the little ones it could be putting the um the Lego blocks into different colored boxes is the red in one yellow in another Green in another and for older ones it can be sorting with maybe a jigsa or a puzzle this link
To the curriculum anything like that at all that is sorting mindfulness is key connecting with friends and family sensory input as well thinking about what are the smells that give you that good feeling what was that music that makes you feel good inside makes you feel calm inside makes you feel relaxed
Developing resilience and a positive mindset the these are two of the webinars that that that I’ve run over the past two weeks so to touch into that and creating this safe environment and it is all about that safe environment what are we needing what are they looking
For there’s a lots of things that are out there and the what works network is a pretty good one to go to but also the Thrive program I’ve he fantastic things about that and of course also place to be um and what they offer I mentioned this one before when I was
Talking about Behavior five steps to support So when when we see a child what can we see what have we tried what do we know what is the message here whether it’s mental health behavior Aces and what would personalized planning look for them what is it that they’re
Actually needing at this moment in time and I’m going to leave you with this one and and it’s coming back Really to what was said right at the beginning of this webinar and it’s about relationships all children children and young people need relationships to thrive but traumatized children need
Relationships to heal it is about the relationship it is about that connection and it is about being that person who you wanted when you were in school and we can do that and it’s those simple little steps that make a big big difference so like I said if you want a
Copy of that and the PDFs if if the plan and different things will help your students then just just send me an email and I will send it through to you but from that I’m gonna hand you over now to Joe thanks Nikki okay bear with host disabled participant share screen
Sh Nikki it’s not letting me host dis Grace can you hear yeah I can hear you and it’s um sadly it’s not sharing for me either because I gave Nick ncol am I rights um it says disa participants screen sharing have you kind of it did this with me the other day as
Well could you email could you email your presentation to Nicola Nicola yeah so I can just I can just do it let’s just go with yeah honest honest if you see me do this this is me being really organized people so um at least you’ll know so
I’ve been asked to speak to you guys today about um briefman and about how we’re going to be going back to school and there’s going to be a lot of children that will have experienced a loss during this Corona virus now that may be from a loved person that has
Died from the Corona virus or it might be because somebody’s you know just lost you know has died and it’s literally during this uncertain time so for a lot of our children that’s what some of them may be experiencing I’m also well aware that some people who will be watching this
Webinar may have be going through the experience um of a bement right now and if that is the case then I really I’m I’m sorry to hear that but today with regards to our young people it’s some for some of them it’s the first time that they’ll
Experience a bement gosh I keep freezing sorry guys um it’s the first time that they’ll experience a bement and if you can imagine the a bement I always try and get the kids to imagine it like a backpack and you’re always going to have this luggage of this this this loss but
It’s actually kind of never getting over it but just learning to accept that you’ve got this bag and when that person’s first died it’s going to feel Like An Almighty big backpack but eventually with time with support it will become almost like a a kind of Imagine like a shoulder handbag
Like um a purse or a man bag it just becomes more manageable as time goes on so one of my slides which I totally recommend you to um look into is the five stages of grief it’s from a lady um called um I call it K Ross but I’m
Pretty sure that is not how you say it I’m sure it’s a little bit more fancy than that but when I do send when Grace sends out the PowerPoint it will have it on there and she explains there’s five um phases that as human beings would go
Through so the first one would be denial the second one would be anger third one would be bargaining and I think sometimes certainly for young people that’s a really hard phase because that is a phase where that young person might feel if only I’d done that or if only we
Did this or why didn’t I speak to them why didn’t I do that and that’s a lot for a young person you know whether we’re talking you know reception or whether we’re talking sixth form in college that’s a lot for them to get their head around um and sometimes in
That phase there’s where that guilt comes from of you know sometimes for some people it’s you know why wasn’t it me and then it goes on to the phases known as depression which is obviously as you can imagine that just that that sadness and then you’ve got the last stage which
Is there’s no time frame and it’s not as easy as like a conveyor belt it’s more a roller coaster but that that final kind of um phase is acceptance and what I want us to remember is that school when children are back to school it will give
That student a sense of normality with their routine and that is that will be the blessing for students to get them back to school even though it’s tough with them going through you know the the death of a loved one is that at least they will have that that normality back
In their life it’s where they’ll be back at a school where they feel validated and they’ll be heard and also when they’re in your company when they’re in your presence you’ll be able to provide most importantly a space where they can express if their feelings at so that’s the most important thing
One thing I did want to explain is just kind of you understanding what death means at different ages for for our young people so I’ve just kept it to primary school children between the ages of five and seven will begin to understand that death is permanent
They’ll learn that you know that that is what happens and that happens to all living things people when they’re at Primary School do have the ability to kind of become more anxious about the health and safety of those that they love in their life and can sometimes have you know
That separation anxiety and that fear of dying themselves and for some children they may feel as if it’s their fault so it’s just providing that reassurance and that I’ve said it so many times now about that professional love and how important it is for for those young children to receive
That so for a secondary school it’s those young people are going through so much already you know with regards their hormones and just stages of adolescence that it’s so important that we support them to kind of get this right because obviously if there’s any I keep seeing me freeze I’m like
Doing the freeze um and it’s like just trying to support them as much as we can during this development some students might become more withdrawn and then for others they may act out their distress and when they do that is as you can imagine is where they they have the increased risk of
Taking or those risk-taking behaviors and the the thing at this particular age or all ages In fairness but they will keep revisiting their grief as they get older so when there’s you know I had one student once and I was with her I was working with her whilst her mother was
Poorly her mother her mother died and then even though I carried on working with her throughout the years she would get to a good place and then there would be something else and it would be like going for a prom dress fitting it would
Be um I remember she she won an award at school so it’s all these moments that they kind of just trigger those feelings and obviously you can imagine me going back to that that baggage of of of a bement is it’s just that kind of them
Having to process it as they get older and as they begin to understand more but one of my annoying things that I hear some young people feel as if they need to do is become responsible and certainly if the the death of a loved one was um somebody within the house um
You know a man for example it would be like you know you’re the man of the house now and children don’t need to take on these responsibilities and I think that if we can just provide them a space where they can be a child and where they can be
Heard and validated I think it’s the most important thing and some children feel as if they need to stay strong and I think in my counseling sessions what I notice is that there’s this it’s like a vicious cycle where you get the young person that feels that they’ve got to be
Strong for their parents and then you know that the parents are staying strong for that young person and it’s just they’re both like avoiding their grief when actually sometimes it’s just really helpful to sit with somebody else that knows that person and to sit with one another’s pain but it’s just this sense
Of trying to protect one another and I don’t know if that’s stigma or what it is but it’s a shame because I just think sometimes children could really do with with sharing their feelings with somebody that knew the the person as well so my next slide would have been
The the kind of the signs of what to expect from somebody that’s going through a bereavement so for me bearing in mind that everybody Grieves differently and there’s no time frame is that they’re likely to be moody teary sometimes it’s just a general lack of energy disrupted sleep changing
Appetite there might be for the little ones like a less of an interest in in play um again less of an interest in socializing changing appearance they may develop a kind of a what’s the point attitude and obviously there’s the concern for risk taking behaviors as
Well so I’ve kind of gone with two approaches I’ve went with a slide which was about your approach and then the other slide was for a whole school approach so for your approach is it’s trying to avoid words such as gone to sleep passed away or lost purely because the young
Ones that can just add confusion so as hard as it is is it’s trying to be quiet you know use the terminology of of death and died as somebody that works within education and that’s going to see these children it’s important that you’re you’re patient and you’re tolerant for
Little ones they’re going to have questions and they might have questions that they’ll keep on asking and it’s just you having the patience for that young person it’s to provide the professional love and the reassurance unfortunately for some of our children they won’t get that love at home they won’t be able to
Get that reassurance at home so it’s just providing that that professional love and reassurance in an age appropriate way it’s it’s being open and honest with them but like I say an age appropriate way depending on your little ones compared to your big ones try to keep your boundaries um like
Try to keep your your usual boundaries of acceptable behavior in your in your class I think that there’s this sense of being able to empathize with that young person but also they do need structure and I think that that’s really important I believe that that’s really important that they have that
Still if they do want to talk it’s a giving them that space to talk openly and to talk freely try and keep it light because it’s only because there will be a lot for you still to do with just being a teacher or working within an education setting so it’s just trying to
Allow that young person that time space to offload but instead of asking detailed questions just kind of keep it as light as you can easier said than done I’m well away um if you can provide an opportunity where they can express themselves so is that through our you
Know you don’t need to be an art teacher you know it’s just giving them some pens and paper it might be you know they might just need a football and to be able to go and play sport and it’s encouraging them for some people they may need professional
Help and it’s kind of sometimes encouraging them to seek professional help I know that here in Essex um our local um support the yoyo project they don’t actually support young people that are bereaved until after six weeks so that’s kind of the general I’m fair to say Julia that’s the
The norm isn’t it with regards to the kind of the time frame um it’s just because their emotions are so raw anyway so the whole school approach is the school needs to be in contact with the family with the parents the carers purely because they need to
Find out the facts and they also need to find out how much the child knows so that’s really important that you actually this the school knows exactly kind of as much as they need to when you personally meet the child for the first time acknowledge the death
And maybe ask them what do they want what can we do as a school to support you because they’ve got a voice and they’ quite like to get involved and be able to you know it might be for them to go and see this certain teacher when they’re
Struggling agree a timeout it’s really important that kids have an opportunity to maybe have a timeout pass or a card that they put on their desk discreetly just giving them the opportunity that if it all becomes too much that they can going kind of go out and have some time
Out and even kind of agree what activities they’d like I had a ball um a boy at the sixth form who just wanted to to play football so when he had a really tough day he would go and take the football I felt sorry because it was
Against the um office um outside the playground but he would just go and kick football so it’s just providing that that relief that they might need at that time plan ahead with regards to lunch times and break times you want the child to to socialize but you also don’t want
Them to feel overwhelmed so think about that check in regularly they might have changed in a sense of what their support plan what this support plan might be might change in time so just check in with them and just show them that you care a big one I I think that sometimes
We forget about is to support their friends it’s really important that when this this child when this student is you know suffering kind of going through the the bereavement process is that we do support their friends as well because it’s the friends that will be supporting the student and just putting this out
There is that group work can work extremely well and you’ll know your school but I do wonder and I’m not too sure here but I do wonder whether if you was to have a couple of students you know whether it’s one in year 11 and one
In year seven that you know just to have them as a body support maybe but you’ll know your students and you’ll know your school and then my last slide is just a couple of resources so you’ve got child bement UK they’re brilliant and you’ve got Winston’s
Wish and then I’ve just got other list but I can just send them out to you and this week this Thursday at three um the video for this week on on my YouTube channel which is flourish with Jay Morton Brown well I’ve done two I have
Have um done one one video which is to support a young person that’s going through a bement directly and then the other video is to support um is almost to there to a friend who has lost sorry it’s for a friend who is supporting a uh someone close to them
That’s going through a bement so yeah does that make sense give me some com so yeah so I will send out those details to you um or Grace will and if you’ve got any questions or anything like that then please just send me an email first of
All like Julia Joe Mike Nicola that was it was really superb thank you ever so much and I’m just reading on the on the right hand panel at all the kind words about the webinars we put on they are you know we did organize EDI but to be
Honest with you Grace here who’s one of my ex pupils I just said Grace go and organize some webinars fors around these topics and she’s done a very good job job sincerely so um I’m going leave you with Grace now for kind of finish off and really thanks for attending
Okay thank you dunk um I don’t know how emotional I get in these different webinars I felt a bit emotional there and I messaged Joe saying I felt um I actually cried a little bit in her presentation um there’s a lot of um every all the speakers here has it’s not
Just about pups it’s it’s about everybody isn’t it and I’ve been emotional in quite a few of these different sessions for different reasons and my main reason is this man here that’s on my desk and that’s my dad and I lost him suddenly four years ago so the bereavement and supporting peoples
And the friends and everything it really really hit home and um it’s just great to see that peoples are getting the support that they they need um so I’ll pull myself together um and thank you so much to everybody that comes to watch our webinars they’ve been amazing I
Don’t know what I’m going to do now Duncan’s going to have to find some more work for me to do and but thank you to all our speakers so we had Lord Jim Knight Emma Thomas Drome Flynn Rachel Dean John Gibson from s Park gild School Carl Culver house from tonor alval
Community School Sue Atkins and today we’ve had um Mike Joe Nicha and Julia thank you so much you’ve all been amazing and nickol and Joe you’ve been on a couple of times with us now and it’s been it’s been great to get to know
You you as well as we have so thank you so much and thank you to all the speakers um all the attendees that have been here each week and all the recordings I would you my screen but for some reason I’ve lost the admin rights but um all the recordings come be found
On our website which is class charts.com weinar um and we will be putting on a send leadership webinar um a oneoff back to school uh webinar for and leaders um in July so keep an eye out for those dates once we release them um and thank you so much Everybody Take
Care thank you thanks Grace well done