Some of the issues that teachers were talking to me about was around the pressures that they feel around learning support—trying to get, you know, dedicated learning support coordinators into every school and early childhood centre, because when you've got those pressures, they exacerbate under these COVID conditions as well. So having that sort of support for our disabled children and tamariki with high needs is very, very important, looking at trying to find ways to expand the Ongoing Resourcing Scheme criteria and increase the funding available so that it's based on need, rather than a fixed amount of funding available. Making that happen would be really, really important; increasing dedicated teacher-aide funding in early childhood centres and schools—and I say that as a former teacher-aide; this is probably going back about 30 years. And I hadn't realised that what I was doing, as I was talking with these other teachers, was helping to support the main teacher to deal with lots of issues around the classroom. She'd give me little jobs and I'd go off and do them as the teacher-aide, and while I was doing that, she would be able to do some of the classroom management as well. So the importance of teacher-aides helping to manage the pressures in the classroom and finding ways to appropriately fund them is also really, really important. Increasing the number of specialists, psychologists, physiotherapists, and resource teachers—that stuff is all very important as well, that helps to alleviate that pressure that a lot of our teachers are facing as well, and also developing greater professional development pathways as well. Some of those professional development pathways lead some of us to Parliament, as I was just talking about earlier in my speech.