Latest / Dr Justin Coulson's Happy Families / #619 Transitioning to High School: A Conversation With Terese Hooper

Transcript

#619 Transitioning to High School: A Conversation With Terese Hooper · Dr Justin Coulson's Happy Families

0:03
Speaker 1: It's the Happy Families Podcast. It's the podcast for the
0:07
Speaker 1: time poor parent who just wants answers.
0:10
Speaker 2: Now.
0:10
Speaker 3: Hello, this is doctor Justin Coulson. Welcome to the Happy
0:13
Speaker 3: Families Podcast. I love Wednesdays because of the fascinating conversations
0:17
Speaker 3: that we get to have with people all over the
0:19
Speaker 3: place doing a whole lot of really important and amazing work.
0:23
Speaker 3: When you went to school, do you remember healthy Harold,
0:26
Speaker 3: Do you remember the giraffe used to show up in
0:27
Speaker 3: the playground or in the school assembly hall and you
0:30
Speaker 3: do these life education sessions about all different things, healthy living,
0:34
Speaker 3: making good choices, all that kind of stuff. Well, today,
0:36
Speaker 3: having a chat with Tereses Hooper, she's the director of
0:38
Speaker 3: Education in New South Wales at Life Education. Teres is
0:42
Speaker 3: a former teacher and a parent of three kids, all
0:45
Speaker 3: of whom have gone through the high school transition. And
0:47
Speaker 3: that's relevant for the conversation today because well, there's a
0:52
Speaker 3: lot going on as kids transition to high school and
0:55
Speaker 3: Life Ed has released a new study showing that kids
0:59
Speaker 3: are genuinely anxious and stressed about the transition from primary
1:03
Speaker 3: school to secondary school. Forty six percent of kids say
1:07
Speaker 3: that they feel fear, uncertainly in sadness about the move.
1:09
Speaker 3: Forty three percent of kids said they felt joy or contentment,
1:13
Speaker 3: so there's a lot of kids that aren't feeling great
1:15
Speaker 3: about it. This echoes research that I came across a
1:17
Speaker 3: few years ago that shows that when it comes to
1:20
Speaker 3: resilience and well being, there is a dip, a measurable
1:23
Speaker 3: dip in both resilience and well being as kids make
1:25
Speaker 3: this transition from primary school to high school. There's another
1:28
Speaker 3: dip again around year ten. Not sure why. I've got
1:31
Speaker 3: a couple of ideas about that, but today we're going
1:34
Speaker 3: to talk about this specific study with teres. The study
1:37
Speaker 3: is Australia's largest of its kind. It showed that girls
1:41
Speaker 3: are more likely to feel fear or sadness compared to boys,
1:44
Speaker 3: and overall students are pretty well underprepared for the transition
1:47
Speaker 3: going from big fish in little ponds to little fish
1:51
Speaker 3: in big ponds. The research has led to the development
1:54
Speaker 3: of a new life education program called Guide to Thrive,
1:57
Speaker 3: which is available online for teachers and for parents. Terese Hooper,
2:02
Speaker 3: director of Educational Life at Australia, joins us now to
2:04
Speaker 3: unpack it all. Thank you so much for being on
2:06
Speaker 3: the happy Families podcast ties.
2:08
Speaker 2: Thanks for having me justin. I'm happy to be here.
2:11
Speaker 3: It was a long intro, but there's so much to
2:12
Speaker 3: unpack here, so let's just dive straight in and get cracking.
2:16
Speaker 3: The transition to high school trees. It is for a
2:19
Speaker 3: lot of kids scary and nervous. Not all kids, but
2:23
Speaker 3: for a large percentage of them. When you look at
2:26
Speaker 3: the research that you've come across, consider your own life
2:28
Speaker 3: experience and the work that you do with life education,
2:31
Speaker 3: how important would you say this transition is to the
2:34
Speaker 3: rest of the child's life.
2:37
Speaker 2: It's really very important. I mean, half of these kids
2:40
Speaker 2: are telling us that they're really concerned about this transition
2:43
Speaker 2: into secondary school and a negative experience. Transitioning from that
2:47
Speaker 2: little pond into that big pond can lead to poorer
2:51
Speaker 2: academic outcomes, less friends, so less social connections, lower sense
2:57
Speaker 2: of well being, and a higher likelihood of them disengaging
3:01
Speaker 2: from school or dropping out earlier.
3:02
Speaker 3: So when you say that, Teres, I'm interested to know,
3:07
Speaker 3: are we talking about kids moving into high school even
3:11
Speaker 3: in a school that is from like kindergarten right through
3:15
Speaker 3: or reception right through. Are we seeing this across the
3:17
Speaker 3: board here?
3:19
Speaker 2: We are because I think you know, we've all sort
3:21
Speaker 2: of tried this on our kids, telling them these scary stories.
3:24
Speaker 2: Is like, you're not going to get away with that
3:25
Speaker 2: in secondary school, or wait until you see the workload increasing.
3:29
Speaker 2: I mean, we do tend to use this as a
3:32
Speaker 2: you know it's all going to change moment, and you
3:35
Speaker 2: know that, you know, we've got to think of the
3:36
Speaker 2: ramifications of those kind of statements. Half the kids are
3:39
Speaker 2: still excited about it, but half the kids that you know,
3:42
Speaker 2: it heightens their sense of anxiety around the change.
3:45
Speaker 3: And when you're feeling anxious, when you're feeling scared, when
3:47
Speaker 3: you're feeling fearful, the playground is a sort of place
3:49
Speaker 3: where other kids will notice that, they'll feed off that
3:52
Speaker 3: and they'll give you more of what you expect, right,
3:54
Speaker 3: I mean, that's that's the way the social contagion, the
3:57
Speaker 3: way kids work.
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Speaker 2: Absolutely absolutely, like you know, confident kids that are using
4:03
Speaker 2: the right kind of body language and just really exuding
4:06
Speaker 2: that confidence, they're going to be better placed. But the
4:08
Speaker 2: kids that are feeling nervous anyway, you know, they're right
4:11
Speaker 2: for the picking and it does lead to more challenges,
4:13
Speaker 2: even even things like you know, greater prevalence around bullying.
4:17
Speaker 2: This is really important that we listen to what these
4:19
Speaker 2: kids are telling us.
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Speaker 3: Right now, let's have a look at the flip side.
4:22
Speaker 3: We know that nearly half of the kids in the
4:23
Speaker 3: survey said that this is not a positive transition time
4:27
Speaker 3: for them. It's a fearful time. What happens when we
4:29
Speaker 3: get the transition right? Do we just literally flipped around
4:31
Speaker 3: and say everything goes great.
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Speaker 2: Well, no, but the likelihood of them achieving academic achievements
4:38
Speaker 2: or higher levels of academic achievements is more prevalent. They're
4:42
Speaker 2: better engaged in the school system, they might be participating
4:45
Speaker 2: in more extracurricular activities. They're going to have stronger friendship
4:49
Speaker 2: connections so that if something does go wrong, they've got
4:51
Speaker 2: other people to turn to. They're going to feel safe
4:54
Speaker 2: in that environment and embedded in that school community, because
4:57
Speaker 2: each school is its own little community.
5:00
Speaker 3: Thinking this conversation is so important to have right now.
5:02
Speaker 3: It's August. We've still got several months until our year
5:06
Speaker 3: six is head into year seven, and right around the
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Speaker 3: country now everyone goes from grade six to grade seven,
5:10
Speaker 3: from primary school to high school. I wonder what parents
5:14
Speaker 3: can do to help their kids to be better prepared.
5:18
Speaker 3: I presume that the survey data the kids are identifying
5:20
Speaker 3: that this is a tricky time for them.
5:22
Speaker 2: What are they saying, Well, I'm going to stop you there,
5:24
Speaker 2: because that's part of the problem is we start talking
5:27
Speaker 2: about this, we go, oh, it's August, it'll be happening soon.
5:31
Speaker 2: We need to get way in front of this. We
5:33
Speaker 2: need to be having this conversation, you know, maybe a
5:35
Speaker 2: year earlier. And the kids are telling us that, they're saying,
5:38
Speaker 2: we don't want all this information at the last minute,
5:41
Speaker 2: and we don't want it to stop the minute we
5:43
Speaker 2: arrive or a week after we've arrived at secondary school.
5:45
Speaker 2: Either we want that support and all that structure to
5:48
Speaker 2: look after us over a longer period of time. So
5:51
Speaker 2: you know, again, this is a really great opportunity to
5:54
Speaker 2: take it from the mouths of babes. They're telling us
5:56
Speaker 2: what they need. It would be crazy not to listen.
5:58
Speaker 3: Okay, So if you kids six right now, sorry, too bad,
6:01
Speaker 3: so sad. But if they're in grade five right now,
6:04
Speaker 3: I shouldn't say that. I'm just kidding.
6:05
Speaker 2: Now.
6:05
Speaker 3: There's something else in this data though, that I read
6:08
Speaker 3: and highlighted in the intro therees that I really want
6:10
Speaker 3: to pick up on again. Forty six percent of kids
6:13
Speaker 3: said they feel fear, uncertainly in sadness about the move.
6:17
Speaker 3: Girls were the ones that were most likely to experience
6:20
Speaker 3: fear or sadness rather than boys. Now, I've got a
6:22
Speaker 3: couple of ideas around what could be going on here,
6:25
Speaker 3: but I'd love to know what you think before I
6:27
Speaker 3: throw my two cents worth.
6:28
Speaker 2: Well, I was hoping to hear your ideas because we
6:32
Speaker 2: at Life Aired, we need to conduct more research to
6:34
Speaker 2: understand this and to unpack it further. I know personally
6:38
Speaker 2: my experience. I've got two daughters and I found that
6:42
Speaker 2: this was around the age that they started to disengage
6:44
Speaker 2: from sport. They had more friendship challenges. So justin, I'm
6:49
Speaker 2: really keen to hear your thoughts on this matter.
6:51
Speaker 3: Also, sure, well, you're exactly right. The data shows that
6:54
Speaker 3: kids disengage from those extra curricular activities, especially the ones
6:57
Speaker 3: that involve you moving their physical body. Girls don't play
7:00
Speaker 3: sport once they get into high school grade seven, grade eight.
7:03
Speaker 3: The drop off is precipitous, and a lot of this
7:06
Speaker 3: has to do with body image, and a lot of
7:08
Speaker 3: that has to do with what's happening in the playground.
7:10
Speaker 3: It has to do with this heightened awhen is that
7:13
Speaker 3: bodies are changing and that people are noticing the bodies
7:17
Speaker 3: are changing. A lot of people say, oh, it's all
7:19
Speaker 3: social media stuff, and that may be part of it,
7:22
Speaker 3: but really it's the social environment. Is it a safe
7:25
Speaker 3: environment or not? And my guess is that girls feel
7:28
Speaker 3: less safe. And another thing that's a reality from research
7:32
Speaker 3: is when we look at sociometric research, we know that
7:35
Speaker 3: girls worry about popularity more than boys. Girls are much
7:40
Speaker 3: more relational, they're more relationally aggressive. So I would be
7:44
Speaker 3: leaning in that direction and suggesting that the oh and sorry,
7:47
Speaker 3: there's also additional pressure on girls, Like we've got this
7:50
Speaker 3: saying about boys that I hope one day will eradicate,
7:53
Speaker 3: but we haven't done it yet, and that is that
7:55
Speaker 3: when boys are having a hard time, when they're playing up,
7:56
Speaker 3: when they're being bullfeneds, when they're punching each other or
7:58
Speaker 3: kicking a ball over the fence on the roof, we
8:00
Speaker 3: shrug our shoulders and say, oh, boys will be boys.
8:03
Speaker 3: But when girls do that, we kind of say, excuse me, girls,
8:06
Speaker 3: you can do better than that. We have a higher
8:08
Speaker 3: behavioral expectation, a higher behavioral standard for girls. So I
8:11
Speaker 3: think they're the four big things, thees that really stand
8:14
Speaker 3: out to me immediately. First off, girls are more relational. Secondly,
8:20
Speaker 3: they're more aware of their bodies and the changes that
8:24
Speaker 3: are happening. And Thirdly, as an extension of that, they're
8:28
Speaker 3: mindful that other people are noticing them and making judgments,
8:31
Speaker 3: both boys and girls, so they're not feeling is safe,
8:34
Speaker 3: and of course that lasting girls are expected to behave better.
8:37
Speaker 3: That's kind of what I would imagine is possibly going
8:41
Speaker 3: on there, but it could be something else as well.
8:43
Speaker 3: I'd look forward to seeing some more research in just
8:45
Speaker 3: a sac after the break Trees, I want to ask
8:47
Speaker 3: you whether having siblings who have made the move into
8:50
Speaker 3: high school will sort of have much of an impact
8:54
Speaker 3: on that, and maybe just unpack a bit more about
8:56
Speaker 3: the specific concerns of these kids. Imagine a relationship where
9:04
Speaker 3: you felt seen, heard and valued. One where as your
9:08
Speaker 3: partner enters the front door, they see you and their
9:11
Speaker 3: eyes light up. A relationship like that is a gift.
9:15
Speaker 3: If you don't have it now, you can. The Happy
9:18
Speaker 3: Family's webinar Better Together gives you the insight, tools and
9:22
Speaker 3: support you need to have a Happier Relationship available now
9:26
Speaker 3: at the Happy Family's web shop. It's the Happy Families podcast,
9:30
Speaker 3: the podcast for the time poor parent who just wants answers. Now,
9:33
Speaker 3: if you've got kids that are going to transition to
9:35
Speaker 3: high school soon, this is the conversation that you want
9:37
Speaker 3: to be having. Terse Hooper is in charge of education
9:41
Speaker 3: at Life Education, the director of education in New South
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Speaker 3: Wales Life Education. We're talking about this transition to high
9:47
Speaker 3: school and treies. When you look at that data, did
9:50
Speaker 3: siblings older siblings specifically play a role about whether kids
9:54
Speaker 3: were more or less concerned about getting into high school?
9:57
Speaker 2: Yes, and no, I think at Life ED and I
10:01
Speaker 2: think you know more broadly as well. We all understand
10:03
Speaker 2: and respect that all kids are different, really unique and special,
10:07
Speaker 2: and each each child's experience is going to be quite different. However,
10:13
Speaker 2: the experience that their older sibling had might help shape
10:16
Speaker 2: that experience or the sense of anxiety that they may
10:19
Speaker 2: have going into that. So if that older sibling had
10:22
Speaker 2: a really great, smooth transition, that younger kid might go
10:25
Speaker 2: into that transition feeling like that's going to be exactly
10:28
Speaker 2: the same for them. It may it may not. And
10:31
Speaker 2: obviously the flip side as well, so they might be
10:34
Speaker 2: some heightened anxiety if the older child ended up, you know,
10:38
Speaker 2: not having such a smooth sort of experience going into
10:41
Speaker 2: secondary school.
10:42
Speaker 3: School is just so stressful for so many kids. What
10:45
Speaker 3: were they highlighting is the thing that concerned them the most.
10:50
Speaker 2: They had quite a list, and you know, this was
10:52
Speaker 2: qualitative research. So we've got the words out of their mouths.
10:56
Speaker 2: And one of the most sort of favorite satements or
11:00
Speaker 2: questions that they said to us was am I going
11:03
Speaker 2: to be so busy that I'm not going to have
11:05
Speaker 2: time for fun anymore? Yes, So they were really concerned about,
11:11
Speaker 2: you know, how their time was just going to be absorbed.
11:14
Speaker 2: They were really scared about the level of school work
11:17
Speaker 2: they were going to be expected to do and the
11:19
Speaker 2: amount of homework. They also told us that they were
11:23
Speaker 2: a bit worried about how they're going to get to
11:25
Speaker 2: this new school. You know, they might be having to
11:27
Speaker 2: navigate public transport for the first time ever. A lot
11:31
Speaker 2: of them even said they'd never seen our school timetable before.
11:36
Speaker 2: And some of them went and did a walk around
11:38
Speaker 2: at a school orientation day and they felt like this
11:41
Speaker 2: was such a new, big, scary environment. They even got
11:43
Speaker 2: lost on the campus. So some of those real simple
11:46
Speaker 2: things that we don't see that play out as you know,
11:49
Speaker 2: so large in our lives, but kids see that as
11:52
Speaker 2: enormous and don't forget that. A secondary school environment specifically,
11:58
Speaker 2: it has a real hierarchy that's very very evident there,
12:02
Speaker 2: and it's evident in terms of size as well. Those
12:04
Speaker 2: kids look big to a newly sort of minted secondary
12:08
Speaker 2: school student, and there's real scales of that and clicks
12:12
Speaker 2: around there as well. So where do they belong?
12:14
Speaker 3: I remember going into grade seven, I'm this scrawny little
12:16
Speaker 3: eleven or twelve year old kid, and I'm looking at
12:18
Speaker 3: the year twelves. They're growing beards. For goodness sakes, I
12:21
Speaker 3: mean that was so big. Do you reckon COVID's had
12:24
Speaker 3: much of an impact on the way kids are going
12:26
Speaker 3: to transition to school next year?
12:28
Speaker 2: Yeah? I do. And teachers are telling us all the
12:31
Speaker 2: time that you know that kids are they haven't got
12:34
Speaker 2: the social skills that they may have had or they
12:37
Speaker 2: may have seen in place a few years ago. This
12:39
Speaker 2: is a flexed muscle. This is a muscle that you
12:42
Speaker 2: can learn and develop, you know, even entering a new
12:46
Speaker 2: play environment, asking someone you know for some support. If
12:50
Speaker 2: you don't practice those things, and we haven't because we've
12:52
Speaker 2: had so many interruptions in the last couple of years,
12:55
Speaker 2: they're less likely to be able to do that at
12:57
Speaker 2: school as well.
12:58
Speaker 3: Yeah, so let's get some answers here.
13:01
Speaker 1: Teres, if parents can help kids to prepare for that
13:03
Speaker 1: transition to secondary school, whether it's going to be this
13:05
Speaker 1: year or next year, or whenever it might be, what
13:08
Speaker 1: advice would you give to parents who are and teachers
13:11
Speaker 1: who want to improve this transition experience as kids go
13:14
Speaker 1: from being in this little school to being in this great,
13:17
Speaker 1: big high school.
13:18
Speaker 2: First of all, I say to parents and teachers, take
13:22
Speaker 2: the time and listen. Kids are telling us this sort
13:24
Speaker 2: of stuff. We could hear it if we'd actually just
13:26
Speaker 2: stop and listen. This is what we did at Life Ed.
13:29
Speaker 2: We asked the question and we listened. We heard from
13:33
Speaker 2: nearly four hundred and fifty little people from the ages
13:37
Speaker 2: of ten to fourteen, and they told us that these
13:39
Speaker 2: are their concerns. If we know that, if we have
13:42
Speaker 2: all that information on the table, we can support them
13:45
Speaker 2: with strategies and develop the skills so that they can
13:47
Speaker 2: navigate these issues. But one, oh, one is listen to
13:50
Speaker 2: your little people. Yeah, for sure.
13:53
Speaker 3: And based on what you were mentioning before, I'd imagine
13:56
Speaker 3: we need to give them some reassurance. You will still
13:58
Speaker 3: have time to have fun, You can still play your
13:59
Speaker 3: favorite game, sports, hobbies, whatever. And the workload. Maybe we
14:04
Speaker 3: can stop scaring them about how big the workload's going
14:06
Speaker 3: to be. That also stood out to me. We don't
14:09
Speaker 3: need to be stressing our year sevens about how hard
14:11
Speaker 3: they have to work to get into university.
14:12
Speaker 1: Is that reasonable?
14:14
Speaker 2: Absolutely? Yes, Stop the scare campaign. Start talking about the
14:19
Speaker 2: benefits of it. You know, I talk to my kids
14:21
Speaker 2: and say, you know, there have been those years where
14:23
Speaker 2: you didn't necessarily love that teacher that you had for
14:25
Speaker 2: the whole year. Or guess what, when you go into
14:27
Speaker 2: secondary school, you're going to get a different teacher every
14:30
Speaker 2: lesson that you walk into, the likelihood of you loving
14:33
Speaker 2: half of those teachers is probably pretty high and then
14:36
Speaker 2: really getting you. So let's talk about the positives. There's
14:38
Speaker 2: a lot of positivity in the change and the experience
14:41
Speaker 2: that they're going to be having, and there's ways that
14:43
Speaker 2: we can prepare them for that, even just at home.
14:46
Speaker 2: So for instance, you know, with my youngest at the moment.
14:49
Speaker 2: I actually suggest to her that if we go out
14:51
Speaker 2: to coffee or lunch, how you can go up and
14:53
Speaker 2: pay today, here's my card. I want you to do that,
14:56
Speaker 2: and she'll normally say could you come with me? And
14:58
Speaker 2: I go. Notice, is a really good opportunity for you
15:00
Speaker 2: to practice your social skills, simple things like that, you know,
15:04
Speaker 2: teaching them how to catch a bus, tap on and
15:07
Speaker 2: tap off, navigate the state transit app that we all
15:11
Speaker 2: have available to us. Little things like let's prepare them early.
15:15
Speaker 2: That's going to take the sting out of some of
15:17
Speaker 2: those changes that might frighten them leading into school transitions. Thanks.
15:21
Speaker 3: Three is so life Education have put together, as I
15:24
Speaker 3: mentioned before, a really useful resource for both teachers and parents,
15:29
Speaker 3: a life education program called Guide to Thrive. Take this opportunity,
15:34
Speaker 3: give it a plug. Let's find out how this might
15:36
Speaker 3: be helpful for parents and for educators.
15:39
Speaker 2: Okay, well, what the parents and the teachers and their
15:42
Speaker 2: cares are going to see when they log on here
15:44
Speaker 2: is it's going to be divided into three sections. The
15:47
Speaker 2: first section is for teachers. It's some professional development so
15:50
Speaker 2: that they can understand and unpack the research that we've
15:54
Speaker 2: done so that they can really drill down into it
15:56
Speaker 2: and understand what those kids are telling us. The second
15:59
Speaker 2: part of it is the classroom activities, which are for
16:02
Speaker 2: teachers to facilitate in class that are going to develop
16:06
Speaker 2: those skills and provide strategies for kids to work through
16:10
Speaker 2: to navigate some of the challenges that the kids highlighted
16:12
Speaker 2: to us. The third part is for parents, so we
16:16
Speaker 2: know that the holy grail of education is when you
16:18
Speaker 2: can create that perfect, perfect triangle between home, school and
16:23
Speaker 2: what the child's going to experience. So then we've got,
16:26
Speaker 2: you know, the higher likelihood of them achieving those outcomes.
16:29
Speaker 2: So again, just little tips so that we can have
16:32
Speaker 2: those conversations at home and little suggestions that you can
16:36
Speaker 2: start to prepare your young people way before they start
16:39
Speaker 2: getting those scary stories about what's going to happen at
16:41
Speaker 2: big school.
16:42
Speaker 3: Will we see healthy Harold, No, we won't.
16:45
Speaker 2: Healthy Harold doesn't play a part in this. There is
16:47
Speaker 2: a bit of a time, you know, kind of that
16:49
Speaker 2: drop off time where they stop believing in things like, oh,
16:53
Speaker 2: I don't want to no spoilers here, but you know
16:56
Speaker 2: certain mythical.
16:57
Speaker 3: Creatures the kids too, for healthy Herald saying they're going
17:00
Speaker 3: into high school, they don't need the giraffe anymore.
17:02
Speaker 2: They don't need the giraffe anymore. It's time to put
17:05
Speaker 2: him down. At that being said, often when we get
17:07
Speaker 2: into high school, kids are still asking where he is.
17:10
Speaker 2: So they've got that nice memory and at least they
17:12
Speaker 2: know that all this research and these resources are coming
17:16
Speaker 2: from a trusted provider that the kids, the parents, and
17:19
Speaker 2: the teachers already know and trust.
17:22
Speaker 3: Bit of nostalgia.
17:23
Speaker 1: Love it.
17:24
Speaker 3: Terse Hooper, the director of Education at Life Ed, thank
17:27
Speaker 3: you so much for joining me on the Happy Families podcast.
17:30
Speaker 2: Thanks for having me.
17:31
Speaker 3: And for all the information about that Guide to Thrive
17:34
Speaker 3: program for parents and teachers if your kids are moving
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Speaker 3: from primary school to high school. We will link to
17:39
Speaker 3: it in the show notes so that you've got access
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Speaker 3: to everything that you need. The Happy Famili's podcast is
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Speaker 3: produced by Justin Rwan from Bridge Media. Craig Bruce is
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Speaker 3: our executive producer and for more and for about making
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Speaker 3: your family happier, please visit our Facebook page at doc
17:55
Speaker 3: Justin Cours Happy Families or online at happy Families dot
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Speaker 3: com dot au. Just quickly before we go tomorrow, the
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Speaker 3: doctor's desk. We're going to be having a look at
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Speaker 3: some research about breastfeeding, about smacking, and a hell yes
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Speaker 3: study on screens and physical activity around it out can't
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Speaker 3: wait to share that with you tomorrow on the Happy
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Speaker 3: Families podcast.