Stronger Students, Stronger Communities: The Behavioral Health Connection

In this episode of Lead, Lift, Inspire, we explore the growing importance of behavioral health in supporting students and strengthening communities. From classrooms to career pathways, schools are often the first place needs emerge—but lasting impact requires strong partnerships beyond the school walls. 

Mrs. Greta Metcalf holds a Master’s degree in Education in Community Counseling and became co-owner of Jackson County Psychological Services in 2004, leading community-based programs including psychiatry, school-based therapy, and community-based services In 2004, she became co-owner of Jackson County Psychological Services, leading school and community-based programs across western NC counties, and was later appointed to the Governor’s Task Force on Safer Schools and the Task Force on Mental Health and Substance Use, contributing to statewide policy improvements. She also helped develop a regional continuum of care for schools, social services, and juvenile justice, expanding her expertise in cross-system collaboration and evidence-based treatment models. Since 2018, as Clinical Director of HIGHTS, she has led the expansion of youth mental health and substance use services and built a multidisciplinary internship and workforce development program to strengthen the behavioral health system in Western North Carolina.

Dr. Angela Hill is a passionate and results-driven school leader with more than 20+ years of experience in curriculum and program design, staff development, and coaching educators to implement high-quality instruction. When not at school, she enjoys reading/ listening to fiction novels (the world is too real for non-fiction at this time), spending time with her family and friends, and watching true crime shows.

Transcript

SPEAKER_02 0:10

Hi everyone, and welcome back to Lead Lift Inspire, the NCDKG Sisterhood Podcast, where we share stories of leadership, innovation, and impact across education and communities in North Carolina. This podcast is made possible through funding from the DKG International Educators Foundation, whose support helps bring these important stories and conversations to life. I'm your host, NCDKG Alpha IOTA Sister Tracy Metz, and today's conversation focuses on a topic that is both timely and deeply important behavior health services in our schools and communities. Today I'm joined by Greta Metcalfe from Heights, an organization doing incredible work at the intersection of behavior health, opportunity to youth, and workforce development. I'm also joined by returning guest, Dr. Angela Hill, a passionate and results-driven school leader with more than 20 years of experience in North Carolina. Thank you for listening today. Let's get started. Well, welcome, Greta and Angela. I'm so delighted. Greta, to have you for your first time on the podcast. And Angela, thank you for returning to the podcast. I know the topic that we're going to share today was something that you have highlighted, not only on episode two, but I know you have highlighted this throughout your entire professional career. It's something very deep to your heart and to your passion. So let's just dig in and start with the big picture. What trends are you both seeing right now in youth mental health? What are you noticing that tells you this work is not only important, but urgent? And Greta, if you can kick us off.

SPEAKER_00 2:03

Sure. Yeah, so the trends that we're seeing right now with youth mental health are really how disconnected they are despite being digitally connected. They're lonely out there. They spend half their time on screens, their waking time on screens. A lot of it's social media. And even though this is very helpful for some kids, the massive overuse of it actually creates more isolation. Um, so they're spending less in-person time and the social pressures of that caused by social media can be isolating in itself. And I'm a big believer in social determinants of health, and that big thing that's really huge for kids, belongingness. And if the youth is not feeling like they belong to a group who cares about them, the loneliness and isolation can be really overwhelming. And um, of course, we're very concerned about the prevalence of cannabis and vaping products so accessible to our youth today. These items are not regulated, and the developers are intentionally creating a marketing plan to target our youth, using them as test subjects in a way. Um, I've learned things like one cartridge includes the nicotine from two packs of cigarettes. So these are this is very difficult for them to reduce use or stop. And we don't even know what's happening in those vape pens. When they become heated up, they become chemistry experiment experiments. Those compounds actually change when they're heated up. And um, yeah, it's it's in a lot of things are available at gas stations, vape stores. Parents are really struggling with how to manage this, and schools are too.

SPEAKER_01 3:43

Now, um I I am seeing very similar. Um, I will say because I work in elementary school, I have yet to encounter um student drug use. Um, I did have a student bring a vape to school um in second grade. It's her inhaler, she said. Um, and she brought it to the nurse so we could check it in and we realized no, this is not an inhaler. Um and she had just taken it from her mom. Um, so uh but other than that, though, I do see um the presence of social media. Um, our school district has created a policy where they cannot have it in school, but the distraction of what they're doing with it follows them to school. Um, and the need to uh not be left out of things. It just seems like there's this drive with them to be in the know um or to be in the in-group. And so those things come to school um and that need of technology, um, it's like an addiction for some of our kids. Um, and so when we do have weeks, well, well, there's not probably a week that we go by without technology, but if a consequence is given that a child can't be on technology, um, you know, we see it. And as a parent, I definitely have two teen girls, and so I have seen the social media effect on them and the withdrawal when the phone is taken away. Um, it it's very serious. And I I I don't, I'm glad I didn't have the pressures that they had, and dealing with the pressures of just being young and being in school, you know, and so I see these things from the outside that's causing um mental health issues. And I will say to just a ton of my students, and although we are pre-K through five, there are kids that go to therapy outside of school, and and I would say at least a third already. And then um, and then with our counselor at school, she is on a schedule where she only teaches one week a month, and the other weeks of the month, she is doing small group sessions. And I remember when I was in school, our counselor really was just, especially in elementary school, it was just kind of like a class we took. Um, but I mean, these kids, there's groups for so many different issues that I I'm just amazed that our kids are still laughing because it's just it's just so much, so much pressure. And so I just see a different um need for kids. And I'm not saying that we didn't need that as kids. I don't think we had a voice to talk about those things when we were younger. Um, and so I think that more knowledge is allowed us to be able to meet the needs of our kids. So even our babies, um, there are there are mental health issues of them or their family that they're dealing with that we're trying to meet their needs so they can learn and focus.

SPEAKER_02 6:46

Greta, will you just jump in and share a little bit about how your organization addresses addresses issues like this within the schools?

SPEAKER_00 6:57

Yeah, so we um uh we really like it when schools uh take us up on our mediation services. So when uh a child might get caught with a THC vape at school, you know, that that's a pretty big deal. So they're gonna get that 10-day suspension. And Jackson County Schools, the high school, has a really great idea where they will refer um that parent to us to get a substance use assessment. And if they follow through with that, the child's able to come back to school within five days. And so not only do they get um get back sooner, they are able to get assessed and they are get recommendations, and most of the time they comply and they participate. So it's a win-win for everybody.

SPEAKER_02 7:44

Yeah. So from both of your perspectives, I'd love to learn a little bit more about where you see schools addressing not only the issues that you've shared, but also the issues that you've not shared that I know were percolating in the back of your mind with that original question. Where are schools doing this well? And where are they being asked to carry more than they can realistically handle?

SPEAKER_01 8:07

I think we're I think that I'll just speak for my case. I think we're doing a pretty decent job of that tier one emotional instruction, right? So we have um structure, we have a curriculum where we teach kids about different um different SEL concepts, so anxiety, stress, how to talk with people, how to have a nice disagreement. And so that's happening every morning and morning meeting, and it's definitely more present since COVID. So it really wasn't a I don't think it really was a focus in the school system until after that, and then it was like we kept it. So I think that is good. Um, and I think providing schools with at least one counselor is good, but um, we are definitely missing the mark when it comes to the level of support. The number of kids doesn't determine the the support needed, it's what what kids are in that building. Um, and so I really think we need to do a better job at the General Assembly level with funding to really determine um with surveys and different um information that we gather that's already out there about communities, given the community support. And I will continue to focus on this. And I'm trying to do work here in my school until we give um mental health help to our educators and adults, they're going to continue to have a cycle because our kids will um see how we handle things and they will replicate it. And so I I I personally know many adults in um that are working with kids that have their own mental health challenges and feel like they don't have the money nor the time to get the help that they need. And then I feel like our parents are coming to the school saying, My child needs this, this, and this, but I'm on a wait list. I'm on a wait list. Um, and so we're trying, we have a we have a service that's gonna come in and provide that for our kids in our building during the day. Um, but trying to keep them in our schools is hard. Um, we had a group and then they pulled out because I guess money reasons, rule reasons. And so now we've got another group in. And so really trying to make this consistent, but I I just I I am uh I love my students, students first, but I will tell you that the people doing the work need help. And if we don't get them help, it's it's not this is not a sustainable business, public education. And so that is one of the things that I'm really trying to work on with my staff, and I try to model it for them as well of the help that I get from from what I need to do for myself so I could be my best self. So I do think that we just need to do some community work because the school doesn't just teach the kids, we're also here to help with our community, the adults in our community.

SPEAKER_00 11:12

I I love that, Angela. I I agree that I think schools do a great job teaching those basic mental health kinds of strategies and social skills. And I've seen schools over the years um become really savvy and bringing in outsourced outside resources in the schools to help out, like you're describing. And uh in Jackson County, the county commissioners for six years now have invested money, local money, into Jackson County schools to provide mental health professionals, and that has allowed them to build the capacity to be prepared to accept the AWARE program award. And so they've they're like five years into that. And that program has been incredible. It's it's a game changer. It's where the schools actually employ the clinical therapists and they're on-site providing services, as well as incorporating outside partners to meet needs they can't. Uh, so it's a really beautiful model. I think schools are doing a great job uh increasing their peer-led groups. So something like peer group connection, being able to mentor those freshmen, high school folks, um, whenever students are leading, and um, I think peers are more likely to follow. Um, and again, with restorative justice, I love it when schools do that. Heights has a program that will work with the kids that are out of school suspended. So schools will refer to us for that and we keep the kids exercising. We um, you know, we process why they might have been kicked out or or suspended. Um, we exercise and and they're connected to an adult who cares about them. Um, so yeah, and where, you know, where they stretch, where are schools being asked to do more than they realistically can? So yeah, they're being asked to be mental health providers, crisis responders. You know, now they have to worry about threats of school shootings, youth having suicidal ideation, overdosing on drugs. Thank goodness, Angela, you're not dealing with that yet in elementary, but in high schools, in alternative schools, that's that's a reality for us working with them. Um, yeah, it's pretty scary. It's schools are the biggest child agency that reports abuse and neglect. So um teachers on the front line are really hearing some tough stuff and having to respond like that. And um, yeah, social work hubs, school social workers are helping families find homes. They're calling the churches for clothes, food, etc. And um the teachers, I just gosh, I mean, they need to be paid more. North Carolina really does need to do that on a big level. Um, they're having to work second jobs on the weekends or the summer, so they're not able to restore themselves like they need to be able to do a good job. So yeah.

SPEAKER_02 14:05

Yeah, thank you for sharing that. Uh, both of you. One, Angela, I can say in my experience and conversations, I am not hearing a lot about how we need to better support the staff and their mental health. And Greta picking up like the stretch is almost it's untenable in how that can be managed. There's no sustainability plan in that because they're being stretched during the workday, then they're having to pick up extra jobs on the weekend or work nights, um, the summers, and they're really caught in this crossfire of having to handle really heavy, heavy needs in addition to standard curriculum that they're gonna get a score and a grade on, it's gonna be published in the paper, and it's really creating this negative dynamic in which the teacher is not getting a break, the school employees are not getting a break in order for them to do their best and to be show up their best selves for the students and families that they're serving.

SPEAKER_01 15:07

Right. And Tracy, the narrative is um, because you care about kids, you should be willing to do whatever it takes. And so then a lot of people that go into education have that philosophy, right? I want people to succeed no matter what, and so then they burn themselves out, living up this false. Um it's a true statement. I do think most people, mostly all of them I've met, really want to do what's right, but then that drives you to this, like you said, unattainable goal. It can't happen. And so it's really hard because I think in other professions they're treated as professionals, and it's kind of like you did the best that you can do, but no one's ever gonna say you did the best you can do with children, because there's always something that we could do to improve because there are future. So I think it's just such a it's such a hard thing for some of my, especially elementary teachers, to turn off.

SPEAKER_02 16:02

Right. And too thinking about in elementary schools, while you may not have the student who is experiencing the substance abuse themselves, they may have most likely have a family member who is, and now they're living in that weird dynamic of having to be almost a caretaker sometimes. I know in my experience in K-8, many times it was the fourth and fifth grader who were who were making dinner at night because the adults in the home were either working second jobs or they were in some kind of recovery program or they just weren't around. And so there's that dynamic that impacts it as well. Thinking about this growing demand, so we say, okay, if we had all the pay in the world to pay teachers, right? Like let's just say that we came through with the appropriate salary for the work expectation that's there. And we had enough financial support in the school system where we could hire all of the behavior health professionals that are needed to end the cycle and to build a sustainable community model for recovery and growth. Do we have enough behavior health professionals in this field? And how can we inspire people in our communities or even students to jump into this space that's really, really hard, but is also a meaningful career path?

SPEAKER_00 17:28

Yeah, so we are I'm located in the far western region in North Carolina. So that's um we've I've worked in the Seven County region for 26 years now. So that's Haywood County all the way to the Tennessee line. And we have plenty of wonderful, great therapists and social workers who work in private practices, but they do not play with Medicaid, and that's what our vulnerable populations have. And and I get it, the rates are too low, the administrative burden is way too high, and the clientele have a hard time getting to sessions on time because transportation issues are a huge barrier. Um, so yeah, so I've watched our region grow from being beautifully saturated with these qualified mental health professionals to zero in some of the counties. Now, mind you, there are private practice therapists, but here there aren't anybody to work with our Medicaid population. So that's my big concern. And um, you know, money will solve some of that, but I believe recruitment really hasn't worked in the past. Um, and I really believe that we need to grow our own workforce through engaging the students that that live and and have grown up here. So high school and college students, um, you know, they need an actual, not just a warm handoff, but a warm connection that stays connected through their career. Um, I like looking at it like a career pathway where um I can introduce to a bachelor's level student, hey, come get your master's internship with us, and then you can graduate, and then we have a job for you as an associate licensed professional. And then a couple years after that, you can get your fully license. And then a couple years after that, after some training and supervision, you can become one of those clinical supervisors that grow the license therapist, and then years after that, you can become a trainer, um, etc. So I've I like painting at least 10 years of a career pathway for a young person. They really need to see that in order to for it to be real, and then connecting them to our local partners. Um, and I'm experimenting with this with our youth council. We're in our first year doing this youth council, and it's includes high school and college students of all levels interested in a mental health career. So Heights has a community training program where we provide these trainings, um, usually virtually, like an hour at a time, so people can really fit it in easily in their workday. And it's the goal is to train adults, um, equip them with skills on how to better work with children with mental health challenges, addiction count challenges. And so this youth council actually advises their job is to advise me on the types of trainings they think the adults need who work with youth. It's beautiful. It's very beautiful. Yes, lots of great ideas. We actually are working on some a series of educational videos we'll produce out this summer. Uh, very excited. And um, but I'm also using this as a platform to provide education and exposure to the different careers in our local community. So I'm inviting in guest speakers and we go on field trips to visit our partnering agencies. Um, so and they have really responded well. I have I have um past youth council members from last semester actually being interns with me this spring semester, and they're facilitating the the group now. Um, we work on advocacy projects. Um, so they're really getting a real like live live experience on what it's like to be a mental health professional in our western region. So I'm really excited to expand that program.

SPEAKER_01 21:21

I think that is amazing. Like that's a that's a ticket. That's what I was just gonna say. It's like we gotta use the kids. Like we gotta like build what we want. I don't think we can just keep waiting for it or throwing money at it because they have to have a I think like I I give back because I'm close to my community. And so like that's what drove me is like I wanted to somehow give back. And so like the pay's not great in education, but I gave back. And so I think really and then empowering kids. Like I have kids here, I have an advocate. Um, some people would call her just too much. Much in your business, but she's a fifth grader, and whenever somebody's hurt, she like today, she brought a girl up here and she spoke for the child. The child could speak herself, but she's like, She bumped her head and she needs ice. And we're looking at the girl that bumped her head. I was like, Can you say something? Like, are you okay? And she's like, Yeah, I'm fine. She's like, But but she's got it, and so she explained to me what happened. She basically was telling us, I'll go get the ice. She puts the ice on her head and she checks her out, and she does this for and then we started talking in the office about how she does it for so many kids, and the social worker was up there, and she said, Honey, you would be a great social worker, like you're already doing this. You might as well get paid. You take care of your brother, you take care of other people, you tell the teachers, hey, you left your glasses over here, your coke is over here. And so, like, we were just talking about like how often do we phrase the things that kids already can do in something that's doable and giving it a name because I name teachers all the time. I have a few principals here, and I have a few teachers that I've already said, if I'm still kicking, you can come work for me. Um, because they have these skills I see already, and if they can just name it, like if you are strong, you are vocal, you will be a great teacher, you are a great principal. So, I mean, I think that's it. And that um you said uh restorative justice, like we started that at the charter school I did. Um, I was at, and then I left before we could kick it off. But like that's the only way we're gonna change the behaviors, like the vaping. We have to teach them why not to and give them a replacement behavior because just telling somebody to stop doesn't make them stop, right? Because I wouldn't overeat if it was that easy, right? So you have to have a replacement. So I just I don't know, I just love that. I love that that if we could focus more on that in our communities, we wouldn't have the deficits in some of our rural areas that that we'd have, and we can kind of build build what we want for our community with people that already know the community, and that's a that's a huge hurdle with mental health and issues is if you're not from inside, they're not people don't want to show you the the part that they try to hide, you know? Right. So I love all that.

SPEAKER_02 24:14

If you could change one thing tomorrow to better support students, whether that's in the school, in the communities or systems, what would that be? And um, Angela, if you could start for us.

SPEAKER_01 24:27

Okay, I will, and I'm gonna go back to my thing I keep preaching. I really wish I could give the emotional and mental support to my staff members. A lot of us are in this sandwich um generation right now where we're taking care of our own children and our parents, and then we turn on the news or we try to avoid it, and it's right there, like when we get gas at the pump. So then you see $85 go out of your account and you start adding up all the things that still need to get paid because you just got paid. I'm talking from a personal space. Um is a lot, and um, I think until we model for others how we need to take care of ourselves to give our best to others, and we actually walk it, like it's nothing's gonna change. And I I I'm losing a teacher this year that's amazing, but she's burnt out, and that hurts because there's nobody that can teach better than she can. Um, she's not difficult, but you can see whenever the stress gets heavy, there's reactions that occur because she feels like she's kind of backed up into the corner, and so then those reactions aren't the healthiest. And then our kids start to kind of mimic that, you know, like whenever I'm overwhelmed, then I can just push chairs over and you know, kind of have a tantrum. And so that's that's the key, I think, to the work of, and one of my big things is just keeping public education strong and free and equitable, available to make things equitable um across the state. Um, and so where I live and where I work are two totally different places, and so where I live is more rural and has less more less than when it comes to money and resources and things. And so, like I worry because the good, the people that are doing the work, if their mental health isn't great, they're gonna be like, well, I might as well get paid the most for it. So then they'll leave these areas, so then we're gonna have these inequities that continue. And then people that don't have a good education can't get the jobs that they need. Um, and so then sometimes they it leads them to crime or drugs. And so, like, I see a whole I've always believed the school is the hub to fix a community. Um, I I love the church and I think we can work hand in hand, but I always I've just always felt like um a long time ago, the schools were the hub of the community and they made sure everybody was fed and taken care of and they learned. And so I feel like if we don't get a handle on supporting those that do the work, we won't have them to do the work. And we also won't have those role models to be able to tell a child it's okay to be disappointed, but you don't have to act like what you see at home. You know, if you are having anxiety, we can talk about it and it's a real thing and not like I might have been told when I was in school, um, that I didn't have time for that. So we can just get over it, you know, and so you know, um, so I just feel like there needs to be this education piece with the adults so it can roll into our kids in our community. So I'm gonna preach this until they tell me to shut up or they send me home. Um, but I just I I think we need to pour into the people that are doing the work.

SPEAKER_00 27:53

Yeah, I I love that. I the regulated teacher creates a regulated classroom, right?

SPEAKER_01 28:01

Well, I with the regulated principal.

SPEAKER_00 28:03

With the regulated principal.

SPEAKER_01 28:05

Well, I'm still trying to work on, but yes, so yes, I'll I'm trying. I'm trying.

SPEAKER_00 28:10

So, so true. Um, I supervise a lot of clinicians and I have to walk that I have to walk that talk a lot. Uh take care of yourselves, but I have to take care of myself and model that. Um, but yeah, one thing, gosh, Tracy, that's tough, you know. Um, other than investing in the social determinants of health instead of defunding them or um doing all the things we talked about for teacher pay and smaller classroom sizes, all the things, all the things we know that work. So I would love those things to happen, but that that costs money. And um, but something that is free is if the child agencies work together, did business in a collaboration model. Um, so it, you know, I'm a mental health provider and we work with a lot of youth that are involved with social services. They're either in the custody of social services or they're in like the in-home um service. And then we also work with kids that are involved with juvenile justice, and um and they're all in school. So these are the same, same kids here. And when JJ and DSS and schools work really well together, um, we have better outcomes. And uh doing collaboration models, so so I've I've experienced them in different shapes and and sizes in the past 26 years living in the West. And and when it works well, it really does work well, and amazing things happen. Adults get to be on the all on the same page. We get to say the same thing to the parent and the child, we're all a team together. Um, so we have better outcomes for children and families. Um, and there's also higher staff satisfaction because we aren't doing this work alone, but we're doing it together. So it's free, it works.

SPEAKER_02 30:05

Well, amen to both of you. I'm in the background just cheering and rah-rahing for what you're saying. I agree. Thank you so much for sharing those insights and really what can make a difference. Okay, before we jump into the surprise question, is there anything that you want to say that we didn't cover or that you want to make sure listeners know about? Okay.

SPEAKER_00 30:30

I hear go ahead, Greta. Well, I was just gonna say there is this one thing that has just been bothering me. It's it's my perspective. Uh, we we work with a lot of kids, 16 to 24, in our workforce program. And when those kids drop out at 16, there aren't many jobs for 16 and 17-year-olds. So that's that's tough. And um, and on top of that, North Carolina has this House Bill 769, which became effective in 1997, that doesn't allow a student to take a driver's ed course or move towards getting their driver's license unless they're passing 70% of their classes. So kids that drop out don't have driver's license, so they can't get to their jobs if they have jobs. Um, so that's tough. That's really tough because all we do, a lot of what we do is get these kids driver's license when they're 18 and they don't have driving experience, which is a little scary. So one day I'll work on House Bill 769. Angela.

SPEAKER_02 31:34

If you had a theme song that played for your day today or the week that you've had, what would it be and why?

SPEAKER_01 31:44

All right. So uh, okay. So I guess um I would say at this point right now, like there's one song that's it's I play it, I almost play it like every day. Um, and so it's by Bob Marley. Um and uh okay. I'll just say redemption song by Bob Marley. Because I feel like every day, like I I mess things up all the time, right? And so like I feel like, but I'm but my but the my heart is in the right place, but I might not say it the right way or do it the right way, but I feel like it's important work that I do, and so I feel like um, you know, like I'm I'm doing the work, but Lord, there's so much grace that has to be with me because I don't know exactly what I'm doing all the time, and my filter is gone most days because of perimenopause. Um, but it's like I definitely feel like this is the work that I was called to do. So yeah, I'll say that. I'll say anything that's about a revolution, um, and also like trying to stay too true to yourself, but also still pay your bills. So um, because I have a child in college and it's expensive. Um, and then another one that does competitive cheer. So I'm gonna I make good trouble, um, but not enough trouble to lose my job. So any song that capitulates that that's me.

SPEAKER_02 33:19

I love that. Thank you, Angela. Thank you, Greta. What about you? If you had a theme song that played for your work today or this week, what would the theme song be?

SPEAKER_00 33:31

Well, being that I am a mother of a theater musical daughter, I'll have to go with defining gravity from wicked. It is um, you know, very similar to what Angela's saying. It's it's it's a it's a song, it's defined gravity. It's it's a song of hope. It's a song of um how do you how do you overcome those those huge barriers and those scary monsters and the the people that are that are holding you back? And um, and it sounds beautiful. It's a gorgeous song. So defining gravity.

SPEAKER_01 34:09

That's a good choice, Greta, because I should have gone Hamilton route. Oh, yes, that would have been yes, gosh, because I I mean all those, oh man, yeah. Okay, so I like the next time, Tracy. You need to give people like a category, like Broadway or like hardcore rap, or you know, and then that'll help people like Dixie Chick songs. Oh man, I could have brought it to the country. So, yeah, next time that's some just little notes for you, Tracy. You're welcome. Oh, wonderful.

SPEAKER_02 34:42

Next time I will. And Angela, I'll tell you, just I just saw Hamilton for the first time in New York City in January. And I was like, if I could pay a ticket to go back immediately, I would have gone back. It was so awesome. So yes, so thank you both for sharing that. That is great. And yeah, I'll be kind, I'll figure out a way to be kinder the next time I ask a question about a theme song. But y'all did great. You answered them beautifully. This is gonna be great for the podcast. Okay, thank you, Greta and Angela. Thank you so much for sharing your insights and your heart for this work. This conversation is such a strong reminder that when we support the whole student and connect that support to real opportunities, we don't just change outcomes, we change lives. And to our listeners, thank you for joining us for this episode of Lead, Lift, Inspire. Until next time, keep leading, lifting, and inspiring. Thank you both. I appreciate you.