I half of the American Federation of Teachers. I'd like to welcome everyone to today's webinar addressing the the pandemic crisis violence against educators and school personnel. My name is Mel Caravati. I'm here and in Washington DC and I'll be your moderator before we begin. I'd like to thank today's virtual conference sponsor, Carnegie Museum of Natural History, Carnegie Museum of Natural History offers educational support through resource materials, virtual and in person programs, and teacher loyalty passes. You can learn more about Carnegie Museum of Natural History by clicking on their logo on the right side of their screen, and we truly appreciate. Their support now we're going to watch a short video on how our webinars work. Well. I'm afraid the video hello everyone. Welcome to our 2022 share my lesson virtual conference. My name is Kelly Boos, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. 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If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. So here is the poll question. Hand on heart, are you wearing pajamas right now? Yes no. OK business on top. PJ's on the bottom? Well, this is maybe more information than we need to know. But please let us know. If you feel comfortable answering this. No. So we have a 70% no. 100% well I'm sorry 22% yes and six and a half percent business on top. PJ's on the bottom. Well, I'm glad to know that at least you're all comfortable. And so now it's my pleasure to introduce our first presenter, Susan McMahon. Susan is associate Dean for research at at Vincent DePaul and a professor of clinical and community psychology at DePaul University. A research focuses on educator and student experiences with violence, school climate risk, and protective factors across multiple levels. I am going to turn this over to Susan. It's all yours. Thank you. Thank you Mal. OK, so welcome. I'm I'm going to be talking about violence against educators and school personnel crisis during COVID and these are findings from a national survey that we conducted. This was done by the American Psychological Association Task Force and violence against educators and school personnel. I'm chairing this task force and also the distinguished other members of the task force include Eric Anderman from the Ohio State University, Ron Avi Astor from UCLA, Dorothy Ellis Palaj from UNC Chapel Hill. Andrew Martinez for Center for court innovation. Linda Reddy from Rutgers University and Frank Worrell from UC Berkeley and today the president. The presenters include Eric Anderman, Dorothy Espelage, Andrew Martinez and Linda ready. So, and we had a lot of collaboration on this project, including several folks from a PA as well as many many graduate students from each of our universities. And we also like to thank the school personnel who participated in the survey. We also have several national partners, including any EA FT Nasp, NESW school, Social Work, Association of America and MCH strategic data. So here's an overview of the study. We conducted a national survey of school violence against adult stakeholders, educators, psychologists, social workers, administrators, and staff were all included. The data collection occurred from July 2020 to June 2021, and this included both quantitative and qualitative data during a global pandemic. Our sample included almost 15,000 participants with 9370 teachers and 3237 staff. 1499 psychologists and social workers, and 860 administrators. And as you can see from these pie charts, we had mostly female sample 81% and mostly white with 77%, and these demographics roughly map onto the demographics of educators in the United States. So what do we find? We found in terms of our quantitative data, we found that 49% of teachers. Indicated that they had a desire or plan to quit or transfer their jobs or their positions, and this this issue was a problem across all school stakeholders. So psychologists also and social workers. 34% staff 29% and administrators 31%. Overall, 54% of all the participants reported some type of violence and that you know if you look at it based on what their role was, 59% of teachers indicated that they had been. You know, this could include verbal victimization threatening victimization or property violence or physical attacks, all kinds of different. This is kind of any different type of violence, and it's from any different offender like parents, students, staff, colleagues, administrators. And then you can see the rates are also high across the other roles with psychologists and social workers at 38%, staff at 48% and administrators at 58%. Now verbal and physical are I mean verbal and threatening victimization, and this includes obscene remarks, intimidation, verbal threats or attacks, bullying, cyberbullying, public humiliation and sexual harassment. And then you can see with the teachers are the first kind of block and then in the blue. His student aggressors the yellow is parent aggressors. The Brown is colleague aggressors, and the green is administrator. Aggressive. So 33% or 1/3 of teachers reported that they had experienced subtype of verbal or threatening victimization from students during COVID. And you know, similarly, 29% of the teachers indicated they had experienced this from parents. And then if you look, you know you sort of have this. It's happening across the board with school psychologists, social workers and staff. And it's actually the highest for administrators with 37% of our sample receiving verbal and threatening victimization from students and 42% from from parents. In terms of physical victimization, this was primarily by students, and this includes objects being thrown at people, weapon use, sexual assault and physical attacks. And here you can see that 14% of the teachers reported that they had been. They had experienced physical victimization by students. This is 18% for psychologists and social workers. 22% for staff and 15% for administrators. We asked them to talk about how stressful they found their work. So in response to this. This is the percentage of people who said yes. I find my work stressful. Frequently or almost always, and then the blue is pre COVID before kovid and yellow is during kovid. So what you can see here is a is a pretty significant increase in in in people stress levels from before COVID to during COVID and teachers have 38% before kovid and 72% find their work stressful frequently or almost always so these are you know very problematic. OK, then we also had asked several open-ended questions, including asking about their their, you know, biggest safety concerns and their recommendations, and we then went through all of these. All of their responses, and we we decided on, you know, sort of based on the responses. What are some of the primary themes that are coming out from from people? And most of these quotes are from from teachers actually. And so the first theme is aggression. And that incurred from multiple kinds of stakeholders from parents, from students from colleagues. And here is an example quote I have been physically assaulted multiple times by students in the building, and they know that not only is there no one to stop them, but there will be no consequences either. I ended up in the hospital the last time it happened. Physical and mental well being was another major theme and here is a is a quote the ever increasing stress of this profession is taking the worst toll. I worry less about physical violence and much more about the trauma and my students lives. Because the positives are starting to longer outweigh the negatives, I will not make it to my full pension. Educator and students education and student support was another theme, and here's an example. The process to identify students for special education or behavioral supports must be streamlined. It currently takes an average of eight months for a violent, disruptive student to receive additional support services or be moved to a more appropriate setting and policies is another major theme. We need policies, procedures and interventions to identify, address, and respond to student behaviors that lie outside the management capabilities of K through one educators. And resources this are the last two themes for the qualitative is another theme because of the way educators have been treated throughout this pandemic. We are about to face a teacher shortage. And communities and societal concerns. Given proper resources, we could gain insight from all of our communities to identify their needs and coordinate with community services and supports to mitigate those needs. So we have several recommendations and they include research based solutions including improve education preparation programs, support school personnel, and student mental health and well being. Implement culturally relevant whole school initiatives, conduct assessments, improve school climate, and enhance school organizational functioning, and of course, each one of these is very complicated. But we only have a sort of a brief time. We also are advocating to support a variety of different legislation that falls into four main categories of. Grow and diversify the workforce. Create pathways to support mental and behavioral health needs of students. Fund educator training programs and fund school based mental health programs and you can see there's a variety of legislative bills as well as programs that we are advocating for funding for and and as an aside, we just conducted a congressional briefing last week where we were speaking. We had congresspeople there. There's that you know, perhaps a link could be provided. Come to the web page here includes we're includes a variety of information about, so we're advocating on behalf of teachers and school personnel, so I'm going to turn it over to Dorothy Espelage next violence against teachers, taking a deeper look. Great, thank you so much Susan. And I would encourage you. I had over the years of doing school violence research. I've done, uh, numerous congressional briefings, but the one that we conducted last week, even my students, would say, and across the country some of the most powerful. So we'll make sure that you guys get the link because we are able to talk to the folks on the front line, just not US researchers talking about the folks on the front line. So bus drivers and teachers and administrators as along with, along with the senators that are promoting this so. Very powerful, very moving, very passionate. So I'm gonna just take a few minutes to just elaborate on what Susan had talked about. I think it. What's important is to recognize that what I'm going to show you. There's a big caveat here in that. There's variability, not a lot of variability in the demographics in our data set, so we can't do as much as a deep dive of like who is this happening to more? And there's also complexity in how we define identities as well, so take this with a grain of salt just to show you. Looking at experiences of violence by gender, gender identity, and sexual identity, sexual orientation, ethnicity, and or urbanicity, knowing that it's somewhat homogeneous and we have smaller samples and. For many of us, we understand that there's multiple identities, and intersectionality is really critical to understand that, and because of our limited. Demographics were not able to speak to that, so just kind of this is more exploratory, descriptive to give you a sense of what we're seeing. So when we think about male and female transgender or nonbinary now the the slides that I'm going to show in the next 3 minutes are looking at experiences from students by the educators, so we didn't go into the multiple roles here. Otherwise, you'd really be in your bed, Amazon about to go to bed. So we're going to break it down by verbal and physical and what you see here is that those educators that identify as non binary have a little bit of a bump in the verbal, so females at 29 males at 31, transgender at 35 and non binary at 38. But it's probably a smaller number so just understanding that as well when we go to physical, it's not surprising that we see because of the feminization of education. Itself and our sample itself is highly representative of those. Sex defined as female at birth 17%. But we do see this bump in transgender and that's a low number and that's a cause for for me. A little bit of a concern just because of the legislation that's popping up in many states. Whether that's don't say gay in Florida or the parents, right bills and other states that I think we're going to start seeing, unfortunately, not to politicize this conversation, that those teachers and educators that do not define themselves as. This gender may be at risk for some of this violence, not necessarily by students, but just in general by the culture. When we look at race and ethnicity and also another caveat because we treat these categories as static, when in fact they're a little bit more fluid and there's more biracial and multiracial. We don't see a lot of differences. I think one thing I would point out again with the loan numbers is those that identify as Native American Alaskan native and this national survey. Or a little bit higher, along with the whites. And again, that's just representative the sample there for verbal aggression, but pretty equivalent across physical too, with a little bit higher there in your Native American White and African American teachers. Again, it's always difficult to impact these identities because they're the intersectionality might be much more interesting, and again, we just did this survey and we're we have lots of data to process, so we're just giving you a little bit of descriptives when we look at sexual orientation again to my commentary about how LGBT teachers and LGBT students are under attack in some of our states because of the political the landscape, I think we should be watching this, and definitely. Be looking at this fear and so experiences of educators that don't identify necessarily as heterosexual, and so we also have to recognize that by sexuality generally hasn't increased in this country, not only in adolescent populations, but also an emerging adult populations. And so we see a little bit of a higher volume of verbal and physical aggression for those that identify as bisexual. Again, these are just demographics that were presenting. We really need to dig in and and and do better research to understand the process of of how these folks are received, but clearly there's a little bit of a bump there. When we think about urbanicity, I think there's this assumption that only those educators that are in high. You know crime under resourced urban communities? I think that's even more complicated with gentrification. In many of these urbanicity's, so there's not. You know, we see in verbal that those folks that by the census live in towns or a little bit higher. There's equivalence across rural, suburban, and urban. For the verbal aggression from students. But what we do see is a little bit of a trend in urban. Settings that teachers are reporting more physical aggression from students but not remarkably different. And if we were to put a statistical value, it wouldn't be that much different. What I would point out is there is quite it would be statistically significant if we thought about verbal aggression experience by educators and school personnel by students in urban versus rural. So I think that's probably the only significant difference that we might find. And it is my great pleasure to hand this over to. My wonderful colleague Eric and Evan at the Ohio State University. Thank you Doctor Espelage appreciate that. Good evening everybody. It's a pleasure to be here. I'm going to just talk to you for a few minutes about some of the differences that we found across grade configurations. We looked one of the things we did is we looked at great configurations and when you look at how schools are configured across the United States, there's actually it's remarkable how many different grade configurations there are. So what we've done in this particular analysis. We're going to show you. Is we're looking at specifically five different kinds, so we're comparing K to six schools, which is your traditional elementary school K to 9 schools, which are schools. Obviously that go through about the 9th grade. When I say about, it's because there are some other configurations, like K to 8, so it's approximating that typical middle school 678789. Typical high schools, mostly 9 to 12, and then there are K to 12 schools, so I'm just going to talk to you about non physical. Violence and physical violence that educators experienced. So this first slide, there's a lot of bars here, but to break it down for you, non physical violence was most likely to occur in middle schools. That's the middle chart there, and you can see the difference is the yellow bars are violence perpetrated by students. The Gray is by parents. The oranges by colleagues, Blues by administrators. So looking at this, you can see that in middle schools. 37% of the teachers experience non physical violence perpetrated by students and 30% of the teachers experienced some kind of non physical violence or threats or harassment or something like that by parents. The other thing here? There's a lot here but the other thing that's interesting. I wanna point out if you look at the two at the far left the K to six schools and K to 9 schools the bar the Gray bar is actually slightly higher than the yellow bar. So in those two types of schools. Educators actually experience more. We're more likely to experience violence perpetrated by parents than by students. The numbers aren't terribly far apart, but those those are pretty high. In terms of physical violence, most of the physical violence that we that occurs in schools perpetrated by students when we talk about physical violence the way we defined it was having an object thrown at you. Having an object weaponized or some kind of physical attack. And again we have the bars here for all of the different roles in schools, but obviously the yellow ones are what stand out. Most are perpetrated by students and. I'm more likely in K to six schools traditional elementary than in other types of schools. Actually, it's almost the 27%. It's almost twice, about twice as likely in K to six schools, and in the other types of schools. So what this means is that of elementary school teachers who responded 27% of them reported that they experienced some type of physical violence as we defined it. There's a lot more that could be said about this, but I think this gives you a brief summary, and so I'm going to. I'm very pleased to turn it over to my colleague Andrew Martinez, who is going to speak next from the Court of Minute Innovation Center. Thank you, Angela. Thank you Doctor Anderman, first and foremost, I just want to thank everyone for being here tonight this evening and taking the time out to join us. And I just want to say that anytime I can spend time anytime I had the opportunity to spend time with educators, it's always a pleasure as given that was a former guidance counselor years ago. So in this section I will present sort of a bird's eye view. We're at the beginning stages of this research, and so there's much more that we can sort of untangle and disaggregate. So it's going to be a bird's eye view, but nevertheless, there's a lot of learns lessons to be learned. In this section and throughout the entire presentation. So in this section we explore where exactly teachers feel unsafe at school. So based on the responses that we received to our national survey. We have a little over half of all teachers saying that they do not feel safe anywhere in their school, and again, this is a bird's eye view. But this is this is a very high proportion. OK, so now we want to take just a quick poll. And for this poll we went. We're asking, where do teachers feel unsafe inside their schools and let me turn it to the next slide? Which? So where do you feel unsafe inside your school? Check all that apply. So we have a list here. You can check more than one. And. Let's see. OK, there we go. OK, so I'll just give a few more seconds. And by all, by all means feel free to provide any comments in the chat box in regards to this poll. Any observations that you may have any insights? Those are all welcome here. So I'll just wait ten more seconds. OK, so. We have classroom at 100%. Followed by the hallway. And the rest are sort of split at 20%. OK, very interesting, and in many ways this aligns with our national findings. So in this survey that in this poll that you that you all took classroom and hallway were rated highest. So based on our national survey we see that here the areas inside the school building where teachers say they feel unsafe and these are shown in descending order. And so in this case, as you can see, the darker orange reflects areas of the school building where teachers tend to congregate with students. So we're talking about Hall, the hallways in the classrooms, the cafeteria toward the middle, there playground. So these are all spaces within the school building where teachers tend to congregate with students. I will also just point out that the classroom is a little bit different where you have a teacher with students, but also the teacher is alone. The classroom is also the space where learning happens and where teachers. Car with students most of the day and nevertheless here we have a high proportion of teachers that feel unsafe within the classroom and so. At least at this stage in our research, you know there's there's many questions that generate from this, and you know what are the implications of teachers feeling unsafe within this classroom and school more broadly? And what does that mean for learning? What does that mean for teaching? So the implications of this are enormous. At the same time. Some teachers feel unsafe in areas where it's only the adults that congregate, such as the main office or the staff lounge. OK, so where do teachers feel unsafe outside of the school building? And in this case these are again in descending order and the top two areas are parking lot or the neighborhood and 2nd the neighborhood immediately outside of the school. And so these are areas that are either immediately outside of the school or in proximity to the school. And one thing I'll just point out in regards to the parking lot is that. The parking lot parking lots are not always adjacent to the school buildings. We we have a lot of schools where staff and teachers need to walk a short distance to the parking lot. In some instances you have such as a major cities like New York City you have you have the situation where there is no parking lot and and teachers and staff may need to park on the street. So just a couple of observations there. So we now turn to the question about when, when do teachers feel unsafe? And according to our national survey, 58% of teachers never feel safe. So think about it. Just a routine day, you commute to school. You're teaching your classes. 58% of teachers. Say that they never feel safe on a given day. So let's take a quick poll. When do you feel unsafe inside your school? Check all that apply and so this is similar to the previous poll. You could check multiple options. And I will give you a few seconds. And to let that populate. And I think there might be a little lag, but. It should populate soon. And I'm just going to go back and forth. There we go, OK? So I'll just give a few more seconds for this one. OK, immediately after school was in the lead but now. It's getting close to a few other ones, like during class time and transitioning between classes. OK, so I'm gonna wait ten more seconds. OK, so let's take a look here. According to this poll. Immediately after school is where people indicate that they feel unsafe. And. Then the next runner ups are during class time and transitioning between classes, so it more or less maps up with what we found in our national survey. So in our national survey we here we see, when do teachers feel unsafe on a typical school day? And in this case we have during class time and transitioning between classes rated highest at 39% and immediately after school. And so these were actually the top three in this poll. And we see similar results here. And so just again, so we have during class time transitioning between classes immediately after school. Are rated highest. They're more pronounced here and, but there are still other areas such as lunchtime or before school that where. Close to 30% of teachers say they feel unsafe during these times. Finally, I just like to end this section with just some additional and noteworthy considerations. When we conducted the survey, a lot of the teachers also expressed or reported according to the survey that they feel unsafe at night when they're alone. When they're commuting to school or commuting home from school, and in this case in regards to commuting it, we need to look a little further into this. But it's possible that this may especially be the case for teachers who are relying on public transportation, possibly. Teachers also mentioned that they feel unsafe during parent teacher conferences and during meetings, so this concludes my section and I will now pass it along to Linda Reddy. Who is over at Rutgers University? So thank you Andrew and good evening everyone. Thank you for attending our talk. In looking at our data, we also wanted to examine what teachers felt would be helpful in terms of promoting school safety. In to start with where we wanted to take a look at what teachers did not think were effective strategies to use to promoting school safety. And as you can see on the slide. There is a broad range of strategies and approaches, not favorably endorsed, and many of these are hardening and punitive practices that teachers across the country felt were not effective. In fact, in school suspension, which is on on the first level here and expulsions were not viewed by teachers as effective and this is actually encouraging because we have decades of research that have repeatedly shown that in school suspensions and expulsions are not effective and very often disproportionately impacts students of color. In fact, in many cases. 0 tolerance practices and policies are harmful to students of color and can increase the risk of youth having contact with juvenile justice systems as well. Equally we have practices as corporate punishment, which is still legal in several states in the country. Physical restraints and arming teachers and staff were endorsed by teachers across this country as not effective. As well as. The use of clear backpacks and metal metal detectors were found as not effective again hardening strategies which are pretty common. Well, the good news is that our teachers in the country that we surveyed also endorsed several effective strategies that they felt was helpful in reducing violence and promoting safety in the workplace. In the orange boxes on the top they reflect a theme of system level strategies and creating a positive school environment, weapon policy, school emergency alerts and also looking at a continuum of care from perhaps from a multi tiered systems of support for special education intervention supports. Also, teachers highlighted a number of relationally based strategies which were focused on social emotional learning and approaches which have been find highly effective by research. Working with diverse racial, ethnic and cultural groups and engaging and motivating students as well. And finally in our third tier here, we found that teachers were endorsing a number of other research based practices that we're all familiar with. That is, research based instructional practices, behavioral and classroom management, and deescalation practices. We also wanted to find out from teachers in the country what are their needs, their professional development needs. And as you could see on this slide in it's ordered in terms of the highest percentages. Here, all of these were endorsed by teachers that they would like additional professional development, support and training for a host of areas that they feel are related to promoting safety. And reducing violence in schools. We you could see that some of these strategies that are listed actually benefit all students in the school with trauma, informed practices and social emotional learning practices and restorative justice practices. And there are a number of other PD's that are listed that actually are for more targeted areas when problems do occur in school as well. When we viewed the tremendous amount of professional development needs, they tend to conceptually fall into 3 buckets. One our strategies to work with others, other adults, our colleagues, school leaders and parents, and building teams and collaboration and working, especially with parents. In a second area that was conceptually grouped was also these proactive and relationship strategies that we found to emerge from the data, and as you can see, some of the examples, their social, emotional learning. Again restorative justice practice, engaging, motivating students and of course proactive behavioral management practices in the third area that has risen from our data at this time is also interventions to use in the time of crisis. Or when problems arise. And of course, deescalation strategies of crisis intervention was highly endorsed. So in summary, what do we learn so far in this webinar is a number of things. One is that violence against teachers is at a very high rate, an alarming rate and violence is coming from many, many different directions. Teachers are indicating with loud voices from our survey that they are feeling victimized by their students. They are feeling victimized by parents. Some cases by even their colleagues and school administrators, so this speaks volumes for us just now to take action. We also found that in the data that non physical violence is very common during COVID is again especially which can take the place of verbal interactions but also emails and texts and other ways. And what my colleagues also highlighted in. There's part of this webinar is the vulnerable groups. We have to be very mindful of now. And those are women. Tend to be more vulnerable to violence and victimization, and also those who are identify self identify as nonbinary, transgender. Bisexual and gay and lesbians as well. And they need our support. It also is my colleague Andrew just highlighted. There are a number of places in schools that are particularly problematic that teachers have indicated you have indicated during the polls as well, classroom environments, hallways, and even evening time. So where do we go from here? Well, in looking at the larger literature, how do we address school safety and violence? We need to have a multi tiered system of approach to helping create a safer school environment for you in schools and that would be a systemic solutions as well as individual solutions. Both of these are necessary to move the needle to try to prevent as well as in create intervention studies. This would work. So Susan blocked a little bit about some recommendations. I'm going to highlight some of these, but also I'll talk about a few others in top of the pieces. Of course, looking at improving our school climate and building staff morale and collaboration is going to be very, very important. As such, we do this also by improving school, organizational functioning and structures. So that we could use data to inform our decisions for continuous quality improvement out of school and teachers are super important to be at the table with the ministrator's and other school personnel to do that decision making and looking at continuous quality improvement. We also need to no doubt in a bolster the culture of positive parent engagement. Parents are incredibly important partners and an important constituents in helping our school safety. If we could create structures and explicit processes for cultivating a positive parent engagement. That is, creating a welcoming strategies and making parents feel valued and important members of our school community that could go along ways. And this is really especially important for families that are have diverse backgrounds and especially families that are new to the US who are recent immigrants as well. Clearly we want to increase not only access, but delivery of highly effective mental health policies as well as practices for students. But for all staff, 'cause teachers mental health as well as well being is very, very important in the schools implementing effective interventions and strategies. And there's lots of very nice, well established research based school school violence programs out there. The key thing though, is to. Use them and consistently implement them with high fidelity. And finally, I'd just like to comment in terms of system solutions. An important piece also is how we are thinking about our school leaders, providing them the necessary PD, but also the sustained support they need so that they can actualize and effectively lead the school in improve school functioning in climate as well with with the rest of the state. And we also want to focus on individual solutions to help with addressing with school safety. And there are actually small things that you can do tomorrow morning, Friday morning or Monday morning that could really help move the needle collectively with our system interventions too. And I just want to emphasize, although they seem small, they actually accumulate and can make a really big difference in the lives of students and also your colleagues. They're listed here as setting expectations in Co. Designing classroom rules, goals and values with your students. With many of you are doing building relationships are so credibly important. Of course, building relationships with students but with colleagues, but also with parents in undoing morning checkins with your students in creating collaborative learning opportunities, can go along ways. From a prevention intervention perspective, we need to catch things early on. For sure. We need to not dismiss minor or moderate levels of quote mean behavior when we see it. We want to communicate and collaborate with our colleagues in the school and to look out and to monitor for the emergence of issues that can blossom and become more and more enhanced overtime. Clearly another strategy that we all think about is that we need to model what we want our students to do as well. We need to model that appropriate behavior of managing our stress, our anger and also to show them how we want them to act during times of transition and also pressure in using a calm voice as well. And finally, we also want to celebrate all the small things that our students do and acknowledge those positive behaviors and catch them good. But also acknowledge and providing affirmation, boards, announcements, verbal, verbal, and also even notes that can go to parents home school notes can be very powerful to provide notes to parents when things are going well can go a long ways. And finally. What we all do is try to get to know our students at a personal and individual level so that they feel valued and welcomed into our classrooms and also cared about which many many teachers are on the front lines of providing that very important social emotional support to a students, especially vulnerable students in the country. Well, I'd like to thank you all and also just say that we would love to get more feedback from you. We are planning right now to do our second survey, which is now in our chat. We'd welcome you to fill out our survey to provide us more feedback on your experiences in the country. Thank you so much. Thank you very much for that, really meaty, great presentation. We have a couple of questions and at the same time I think Andy is going to put back the the poll questions for you, but in the meantime, maybe I can read out the the questions for you and you might be able to. One of you can pick them. Pick who answers from Sue while not to make light of physical violence which teachers experience. I see and I'm most concerned about violence, primarily verbal abuse at this point, which is very, very related to the political focus of the content of what we're teaching a small group of people have been organized into a large voice opposing the content we're teaching. Can someone please address these actions and ways to counter these attacks? Who would like to take that question? Susan, I'm going to pick on you. Could you answer that question? You know, I think that I think there's so many difficult things kind of going on. I, I don't think it's an easy question to to to answer. I think you're struggling with it because it's very, very difficult. You know. I think that my colleague Linda presented a lot of different kind of strategies about what teachers are finding effective, what they need more training in and and some kind of everyday strategies that I think can apply to this. But you know, it's a it's a very specific I. I think one of the things we're missing about this is sort of the very specific context of like how it's kind of bubbling up with this with this small group, and is and and the curriculum. You know it's it's it's, I think trying to figure out how to sort of make student voices make students feel like their voices are heard and and in incorporate things in a way that is also not problematic. From you know, sort of an educational curricular perspective. I don't know if anybody has anything else to add to that. I could just add I, I think that I'm I'm sorry Linda. I'll just say real quick. I think that I've seen examples of this. How this type of the things that sometimes parents see is controversial. Sometimes they it's because they're they see them as named in very specific ways that they latch onto, and I've seen examples of how folks have incorporated some of the issues that they want and need to teach about. Into the curriculum and directly tide them to current standards. And by doing that, it's kind of sneaky in a way, but it's just a way of not calling it by a name that people can latch onto and all of a sudden attack. We have another question here which is sort of along similar lines. What do teachers think can help them with school safety and promoting positive interactions with students, parents and others in schools? So I'll just respond to that question. Go ahead, go ahead, Andrew. OK, I'll just say something really quick to that question, just that based on the findings in this survey, a lot of teachers reported that a lot of the things that these teachers said can work involve relationships, so a lot of teachers were talking about school, climate, restorative, justice or trauma informed practices, which in many ways reflect just the you know climate or building relationships with students. And I'll just add that as you saw in this presentation with teachers said, wasn't. A lot of teachers said was not affected or were not effective. Strategies were strategies such as suspensions or 0 tolerance approaches. I'll turn it to you, Linda. Yeah, I think it's a great question. I just want to comment on that. Based on our survey data prevention. Prevention strategies in relational based strategies is exactly right, and again it was pretty compelling what we have in our slides for this and and I just want to emphasize that. There are, as I mentioned in the last slide, is there are very. There are small but extremely meaningful things that we can do as teachers every morning with students to start to create a climate in the classroom and a feeling of belonging is that is can be very, very important, but also to extend that olive branch also to the parents who you may never meet in person. But it would be really powerful. For them to know that you're finding, there's their child very enduring positive in some aspects, but before things get rough that they actually know that you're extending your arm to them and trying to create a bridge of communication collaboration. But I think there's a lot of different things people can do, and we welcome to hear more. Actually, in our next round of the survey to learn more from you on this area that what works. Well, I want to thank our presenters for a really wonderful presentation and I want to thank the audience for joining us. Now we've got one more short reminder video before we close out. Be sure to download your certificates and enjoy the rest of your evening. Hi everyone, Kelly booze rejoining you again. Everyone enjoyed today's webinars rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. 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