Episode 137: Focusing on Students’ Emotional Wellbeing with Iuri Melo of SchoolPulse
Iuri Melo is a therapist, motivational speaker, and—on particularly exciting days—a “professional teenager whisperer.” He has spent over two decades working closely with families, students and schools, and he's become a trusted voice when it comes to promoting psychological awareness, great relationships and student success. His research led to the creation of SchoolPulse, a text/email service that promotes mental wellness.
In our discussion, Iuri and I discuss why he started SchoolPulse. He also talks about his use of adventure therapy, mainly rock-climbing, as a therapeutic tool. Hopefully you’ll walk away from this prioritizing your mental wellness!
SchoolPulse resources for teens and parents: https://schoolpulse.org/schools/schoolpulse/
Topics Discussed:
How tragedy led to the creation of SchoolPulse
The importance of being optimistic
Incorporating personal passions into professional work
Resources mentioned:
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Read the transcript for this episode:
Welcome to Educator Forever, where we empower teachers to innovate education. Join us each week to hear stories of teachers expanding their impacts beyond the classroom and explore ways to reimagine teaching and learning.
Iuri Melo is the co-founder of School Pulse. He's a therapist, motivational speaker, and on particularly exciting days, a professional teenager whisperer. He has spent over two decades working closely with families, students and schools, and he's become a trusted voice when it comes to promoting psychological awareness, great relationships and student success. Welcome Iuri, so nice to have you here.
Iuri Melo
Man, it is awesome to be here. Lily, thanks for the invite. I'm excited to get to know you.
Lily Jones
Absolutely. Yeah. So I want to hear more about you though. Can you tell us about your professional journey?
Iuri Melo
I would love to tell you about that. So I'm a licensed clinical social worker of about 20 years, and most of that time has really been spent in clinical practice where I've done just, you know, kind of one on one individual, kind of knee to knee, eyeball to eyeball, where, really, I get to be a small part, I would say, in people's lives. And I just have to say, like, just how unbelievably meaningful that has been for me. And I just feel like it's been such a benefit, even as just an individual, as a father, as a spouse, it's been fabulous to do that. I did that, and then about seven years ago, I live here in this, honestly, it's this idyllic place in southern Utah. We're like, we're literally surrounded with these unbelievable, just national parks all around us. And we had, we had seven student suicides in, yeah, seven years ago. In fact, it was, it was an odd year. I would say, even in the state of Utah, it was, it was strange. And I think that the Mountain West region all the way from Montana all the way down to New Mexico. That area actually typically kind of has higher rates of student suicide. But that year was particularly abnormal. In fact, I think we had a school up in northern Utah that had seven suicides just in one school building, which, I mean, if you can imagine, right, just the impact, right? But, but a good friend of mine, who was a local principal, actually reached out to me. And in fact, my two older girls were going to the school that lost two of those students. And then that principal actually ended up losing another student for an accidental death, which was just tragic, but he reached out to me. I think by that time, I had written a couple of books. I had kind of a best seller for teens, and so I had done a couple of assemblies at his school as well, and he reached out to me post those students suicides, and said to me, man, honestly, Yuri, I feel like I don't really have anything at my disposal that is proactive. I think all I've done is just react like these things happen, and all, all I can do now is react. And so him and I actually began these, I don't know what to call them. I mean, I mastermind. I'm definitely not a master. But we started, yeah, we started these kind of little meetings, really as just kind of a brainstorm, like, what could we do? Right? And we, you know, all the way from like, let's create more resources or things like that. But later on, I actually ended up meeting with a good friend of mine who was a genius software engineer, and as we kind of fleshed out a little bit of this conversation, he said, You know what? What I think we ought to do is we ought to figure out a way to proactively reach out to students via text. Text is where they are. That's where they feel the most comfortable being. That's where they feel the most comfortable talking. And honestly, that's how we began, like seven years ago, we began in that specific High School, and we had just a one text a week, little campaign that were just like little canned messages, where we would basically text the students with a small little questionnaire, and they would press a number, and we would have these kind of canned responses back. And then we would provide some of this data right to the school, like, Hey, how are the what's the pulse of your student body, right? How are they actually feeling, right? And then a few years after that, as we were kind of expanding a little bit, little by little, obviously he's still, I mean, my my business partner, was still doing his thing. I was certainly still doing my practice. But every once in a while, we would notice that students wouldn't just respond with the number, but they would respond they were trying to talk, yeah, and, but we weren't responding like we because that's not what we were doing, right? We were just kind of, and so we began to kind of throw around the idea like, what if we, what if we begin to respond like, what if we add some professionals and train paraprofessionals and begin to respond? And when we did Lily man, I just have to tell you, like, I mean, it's like, it's like, Nobel Prize winning type stuff, like, all the way from kids who are just doing amazing, right? And they're telling us about, you know, winning their game, or they just graduated, or life is wonderful, or they just went on their first. State or whatever. And, of course, all the way to kids who, you know, who have lost a loved one, who are dealing with traumatic situations or substance misuse or self harming, or their suicidal ideation or homicidal ideation, or there's in the in the middle of school shootings or reporting physical or sexual abuse, and we deal with that, and it is absolutely awesome. I think the real key, I will say, just briefly, because we offer a whole suite of services to schools and districts and even states. We have a state contract as well. But the real goal was, was to not just passively wait for crisis to happen. Our goal was, can we proactively engage students with the best psychology available to them, and instead of just kind of waiting for crisis or being highly focused on just risk management, or even just on the risk factors of students. Our goal was, can we proactively engage students, provide them with the kind of content or curriculum which you're an expert in, and we'll maybe we'll talk a little bit about that, but provide them with videos and tools that are fun, that are not cringe, and that will actually enhance the protective factors, right, that can mitigate or prevent suicide. And I know that that's a little controversial to say, because I know we can't stop suicide, but, but that can even insulate students from some of the mental illness that is happening. And the research is strong. Like, I mean, even, even if you were to just take a psychological concept like optimism, for example, right? Like, I'm thinking of like Martin Seligman wrote a great book on learned optimism. And then there's another one that's called practical optimism, which is fabulous as well, but where he talks about the benefits and the consequences of of optimism, right and pessimism, and we realize that some of us may have a little bit of a propensity right towards pessimism, and there's actually some evidence that points that out, and others, others of us right may feel that optimistic, like this optimistic thinking, is a little bit more part of us. But the beauty of it is that we can learn the tools of optimism, and optimism is twice as effective as exercise, and pessimism is more damaging than smoking two packs of cigarettes a day like I mean, the data is remarkable. Right? It's...
Lily Jones
Wow, yeah.
Iuri Melo
And in the studies are really strong like, and so even if we were to just teach this, this concept to youth, right, which I think is very closely connected to a growth mindset. And I think growth mindset psychology has been largely adopted as kind of an educational tool, even throughout a lot of school districts, right? But the idea is like, why is optimism so so important? And the main reason is that optimists just try harder for longer, like they're like emotional muscle, their endurance, just lasts longer. And it actually makes sense, right? I mean, if you think about it, like if you if, instead of believing that you know, challenges are permanent, that they're pervasive, right, it's almost like when people talk about the educational system, right, they talk about the educational system as in, like it's broken, right? It's this pervasive thing like and there's nothing you can do to fix it. And when you think that it's permanent, when you think that it's pervasive, when you think that you're powerless about it, right? And when you personalize it, there can only be one outcome, and what's that outcome? The outcome is your motivation is going to go down. There can be no other possible outcome. And the opposite is also true, if you think about it, right? If you think that things are momentary, that they're localized, that it's not personal, right, that there are many factors that contribute to that, and that you are certainly not powerless, then those people are more motivated, and they try harder, and they try for longer, like, and it's just like, sensical, right? And so what we do with these lovely teens is we've expanded this messaging that we do via text, and that's just one thing we offer. Right from one day a week, we're just kind of a questionnaire to really an interactive text, right? So we send out to two texts per week. We started with one, we went to three, we came back down to do after some feedback from the students, saying, three is too many. So we came down, we listened to our students, and every Tuesday morning, we deliver our Student Success activity, which is our awesome videos, which you will have access and your your your listeners will have access to with no like, you don't have to put an email or sign up for anything. It's just like, free stuff that we give wonderful. It is awesome. And so we deliver those directly to their text every Tuesday, and then on Friday, we deliver other inspirational material, fun material, and then also those little questionnaires that then provide schools with a way, really, to kind of inform their own intervention efforts, and in a way, to kind of assess what's happening in their school as well. So it's really remarkable. I'll say one more quick thing specifically about school pulse, especially because you're talking about educators specifically, and one of the ways that we engage more specifically with educators is we have these we have these two activities that we release to schools. We have restorative justice or restorative practice activities, and then we also have student success activities, right? And of course, the ultimate goal of us coming into a school isn't to turn a school into a mental health hospital. That's not what we do at all. In fact, our focus is not on mental illness, on mental excellence, but one of the ways that teachers really utilize our content well is, in fact, a lot of them end up being the delivery system, whether it's in a homeroom or advisory time or in a health class or a psychology class, or a lot of times, schools are mandated to provide some of this kind of X SEL type curriculum. And what we do is we provide this to teachers in a way that they don't have to prepare, they don't have to train, they don't have to become experts in it. They can just deliver her awesome videos. It's a play, and I guarantee they are the most extraordinary videos in this country, like I so anyway, that's a little bit of my journey. It's I feel like an outsider when I walk into the educational world. I mean, I've been there now for seven years. I feel like I've learned maybe 70% of the acronyms you guys use. There's a lot guys. You guys love acronyms, and it honestly has been super fun, like it's been super fun to learn that. And I feel like there's, they're just like, no more vibrant places in this planet then. Then whenever I walk into a middle school or a high school. I mean, just the emotional energy that is there. I think when I was younger, you're probably like, sorry, you kind of opened up a can with me a little bit. But when I was younger, I think that energy really just intimidated me greatly, like I was and it part is my own insecurities. And I actually grew up in Portugal, and then when I moved to the United States at the age of 15, you know, you just know how it is, right? I mean, yeah, kind of feel like, I mean, I didn't even know English well. I mean, I didn't even speak well. And then kind of just walking into a brand new school environment, feeling like everybody already knows each other, everybody, and I was kind of just this individual right our time to move? Yeah, for sure, for sure. Yeah, it was kind of post my parents divorce and but I'll be super honest, like I was, I was very fortunate. I was able to make some friendships, and it ended up well, but, but, yeah, that environment was, yeah, it was quite intimidating. I mean, I wasn't some, like, recluse, withdrawn. That wasn't particularly my style, but, but there were some lonely years I'll have to say, you know, and, and that's okay too, and that's okay too, but, so that's where I'm at. I I'm kind of the, you know, the CEO of school, pulse. And I love working with schools. Love absolutely working with administrators and to bring them tools that don't feel like just one more thing that they need to do, but that actually comes in and supports and multiplies their current efforts. It's been a lot of fun, but I feel like schools are, well, let me be let me be gracious. I think, I think schools are slow changers. Yes, I think they're resistant to change a little bit, in part because it, it probably involves a little bit of work, right? But I also have to be gracious. I just know that those administrators, I know that they're bombarded to, like, a lot of these administrators, I mean, that I know are literally walking around with a couple of cell phones, hundreds of like, email messages that they haven't even opened. Like, I just Yeah, and so I totally respect that. I and we really just want to come and and provide some real solutions that don't like take up more of their time.
Lily Jones
Yes, I appreciate that, and that's so amazing. I mean, congratulations on what you've built. It really sounds so needed, and I love the proactive approach to thinking about, what can we do before. Or these services are even really needed, right? Like, how do we help students and keep a pulse on them? I'm curious. Also, I feel like all of this would be great for teachers too. Like, what if there was a teacher pulse? Or, like, you know, teachers needed that, like, optimism and positive psychology and support, right? Like, and like, that's where we work, is in the teacher world, where a lot of the same things that you said are true of just like, feeling like there are options that teachers want to explore, you know, and things that they want to do, but sometimes it can feel so overwhelming. So like, how do you move through that?
Iuri Melo
Yeah, I think all of these things ultimately end up at the doorstep of the teacher, right? I mean, obviously, like, I mean the instructional leader in a school, like the leadership, it matters a ton, right? And in a way, they can kind of modulate that emotional energy in the school. But there's no doubt right, that, that the large majority of the behavior, even right, is going to happen in front of those teachers, right and those teaching situations. And not only are we providing, I'll just say this really quick, like the kind of this text based support, and people can actually try that out, by the way, if you just scan that and but we actually, we have an email campaign as well that delivers those students success activities. And one of the first things that we do when we walk into a school once again, which is a one touch and and let it go, is is we enroll all the parents, the students and the faculty in our weekly email campaign that just delivers these, these videos. And yes, all the videos that I create are are kind of tired, like, are targeted for secondary age students. But I guarantee, Lily, you start to watch, let's say one on optimism or one on burnout, and you will leave that video feeling like, yes, like, not only are there some tools there for you, but you're going to leave feeling a little bit hyped too, because, yeah, I'm not here to, like, present a a somber like, that's just not how it works. Like, I'm going to come and I'm going to bring it with fun and excitement, and I hope everybody leaves feeling a little bit more hopeful and more prepared. So, so yeah, we provided for them too. We provided for them to, in fact, the faculty are invited to participate in that tech support as well. And over the years, I have to say, like we we have lots of faculty who come on and who engage with our professional team. And these are, you know, individuals who themselves right, are struggling in their own crisis, right, whether they're going through a divorce, whether they're dealing with a major depressive episode, or whether they're dealing with anxiety or their own suicidal ideation, like, I mean, these are real or even substance abuse. I mean, we've had individuals who have come to us on that anonymous platform that we've identified, that they're teachers and they're just getting some help too, and they get it, which is really awesome. So anyways, it's a super cool it's a, it's a fun little thing that we do.
Lily Jones
Fantastic. And that's great having the whole ecosystem involved in this support, and even to be on the same page with the same language or approaches. And I love how you're involving the families as well.
Iuri Melo
Yeah, and that's, that's always like, I mean, if I were to say, what's our kind of, our triage, right? It's, it's always like, our goal is, is always to encourage students to first go to their primary network, right, whether that's their parents or grandparents or guardians or whoever that is. But that's always step one. In fact, when students come to us over text, right? You know, and they're talking about a variety of things, all the way from like, I'm just down, I'm lonely, I'm sad, I'm burned out, I feel like I can't catch up, right? Our first question is always, like, you know, have you had a conversation with your parents about that? Like, are they aware? Like, do they know? LIKE, Would you be willing to talk to them. Here's a little video. We literally drop it right on text like that. Can help you to do that. It's, it's, it's pretty great. And then, of course, our next step is because that doesn't always work. Kids would actually rather kind of go through the professional at the school and then to the parent. And that's, I would say, about 85% of our interventions happen that way, where the students come to us with a concern about themselves or somebody else, and then we go to the school professional who then intervenes locally in a local way. So it's really, really powerful that way.
Lily Jones
Yeah, absolutely, that's fantastic. And I know you also talk about adventure therapy. Can you tell us what that is?
Iuri Melo
Yeah, that's not something I do through school posts, but once, I think I was telling you a little bit, I think you just told me that one of your children went to Yosemite. And I'm, I'm a rock climber. I've been rock climbing for about 20 years. In fact, right as I began, as I finished my master's program. And I began to do individual therapy. I was actually working with a group of foster care students, and I had just started to climb and to Boulder, and honestly, just loved it. I was just like, Man, this is so great. And in St George, most people may not be aware, but it's kind of the smallish community, but the climbing, the rock climbing, I mean, it's like, super accessible, like we're talking like five to 10 minutes, and you're at a climbing place, and you can be climbing within a matter of minutes. And so as I started to kind of climb, I honestly just thought to myself, like, Man, I'm going to start bringing clients out here. Like, that's kind of how it began. And I started to bring these teenagers who were in foster care with me, and I just said, like, Hey, we're going to go climb. And so we would go, and I'd have a crash pad. And then, you know, I learned how to rock climb with ropes and harnesses. And that's how it began. And then as I moved more into my private practice, then it really became kind of just this super unique niche, right, of just how to reach teens and young adults and even adults. I mean, I take those individuals as well, but in a process where I'm not just, in fact, let me, let me just take a quick step back. I, whenever I talk to parents about therapy, right? You know, usually, if a parent brings a kid in to do some therapy work, I I'll have the parent come first, always, because I want to know, like, you know, what do you want to see happen as a result of our time together? Right? What would make this effective, right? You know, and then tell Well, I want more kid to be more confident, or they're sad, or they're having friend drama, or, you know, our house is chaotic, whatever it is, right? And and I think one of the important things that's important for parents to realize is, is that when I'm when I'm working with a teen, most of the times, it's not like I'm going to drop some like, cognitive bomb, and they're just gonna be like, Oh my gosh, you're like, my life has changed, right? And honestly, sometimes it does happen a little bit like that, right? There are a couple of things that can be said that can that can transform something, right? Like, I mean, I tell people all the time, right, your psychology is everything, right? The way you see yourself, the way you see the world, the way you interpret the events in your life matter more than the events themselves. And yet, when I'm working with teens, one of my primary goals is I just they just need to leave my therapy office, or especially if we're at the rock, they just need to feel awesome. Like, man, that was awesome. And so it's less about like, let me like cognitive Lily, like, restructure your thinking, and it's more about providing them with an exciting, welcoming and enthusiastic place. And when we go rock climbing, like, that's what it's like. You know, when I and right now I actually there's a really fabulous climbing gym here in town. I spend a lot of time there, you know, anywhere between, I don't know, 5-6-7, times a week, I literally meet clients there we climb. It's life changing. It's kind of my three in one approach. I call it. It's like we're doing something absolutely phenomenal for your body, like we're doing kind of the mental piece, and in the end, you leave with this, like, renewable source of happiness, like that you can tap into any time in your life. Yeah. So I it's really and of course, like, for me, it's fabulous, right? In fact, my wife makes fun of me all the time. She's like, I can't believe people pay you for that. Like, but it's totally true. Like, I literally just fake people climbing, and we experience magnificent things. And it works like, that's the best part about it, is it just like they leave feeling fabulous. So...
Lily Jones
I love that, and I think it's also a great example of, like, something that you loved and that was personally meaningful for you, being able to, like, introduce people to that, but also make it part of your work.
Iuri Melo
Yeah.
Lily Jones
And I'm curious a little bit, just for our audience, who are, you know, educators who are thinking about oftentimes like, what do I want to do next? How can I involve these things that I'm passionate about and still make a difference in education? And I'm curious if you have advice for those people who might just be like, I don't really, I kind of have a feeling of something I want to do, but I don't really see a path forward.
Iuri Melo
Lily, you're such a rock star. I love that. You shared that question a little bit with me before, and I'm honest, I've been, I've been racking my mind about how to talk about that. And I'll actually let me start here. I actually think that sometimes that's, that's a little bit of the reason why I think teachers sometimes. Leaving the profession a little bit. I've got two daughters, my two daughters that have graduated. In fact, I had one or, like, we literally just attended her graduation. Congratulations. She, yeah, you're so awesome. Yeah. She, for sure, she just graduated with with a bachelor's in special education, and she's starting her her first big job, right? It's kind of right. She's got an offer. She's got to go to work and but we know that there's a high turnover and burnout there too. Like, that's a really significant job. Some paperwork challenges, for sure. And then my other daughter actually went to school and graduated kind of an elementary education as well. So great. Like, interesting that that's where they ended up. I'm kind of fascinated by it, but, but I think I wonder if that's one of the reasons why educators end up leaving a little bit or I suppose some educators kind of go into administration or even some district positions. And I think that sometimes there's not a great, there's not a great way to evolve, and maybe you can correct,
Lily Jones
yeah, yeah. I'm shaking my head heavily, yeah, absolutely. We feel trapped sometimes, right?
Iuri Melo
And so I'll address and honestly, like, I mean, if, if a teacher came to me, you know, even individually in therapy, and they were thinking about like I I want to. In fact, I had one not too long ago who is just an absolutely phenomenal educator. But of course, it's frustrated for a variety of reasons, and we don't necessarily need to go into them. But the question, I guess my first answer to that would be, I would want to figure out what lights that person up, right? Like, like, when, when you're what is it like, whether it's like when you're learning or when you're helping or when you're teaching or or maybe it's something totally unrelated, right? Because I feel, even with school posts, like I went from this very clinical one on one environment, and I feel like I almost had to, and I honestly in the process of this, like rebuild a little bit, it feels like that to me, like where I've gone from, you know, individual therapy to kind of creating and selling, like, there's a lot of selling, sure, and that was, it feels like a reconstruct, to be honest. And so I would say a couple of things. Number one is, is I would start paying attention to things that light them up, like when they're engaged in these things, like something happens, like they feel happier, they feel energized. And I would say that that those could be areas that you can then shift some of your energy and focus and begin to invest there. And then, of course, you know, if we're looking for opportunities for business or to make money, right? Then that's what we need to do. I mean, is there a way to monetize this, right? Is there a way for me to make money doing this thing that I that I'm kind of lit up by the other word that I would say, encouragement wise. And this is something that I that I kind of, I tell students all the time, because oftentimes I feel like we have this very limited mindset about ourselves, right? We feel like we're these fixed, rigid people, right? Like, well, this is just who I am. This is who you married. I'm I'm just not a good athlete. I'm not this, I'm not smart, I'm not good at math, I'm not whatever, right? And we and we place these, these limiting, right ideas inside of our mind, and they paralyze us like they literally just like close the door, and the reality is that we are the most sophisticated piece of machinery in the universe. Like, what our bodies and minds and spirits are made to do is to evolve period. Like, that's what we do. We survived at the spirit as a species, not because we're the strongest, but because we're the most adaptable. Like, that's why we that's why we made it. And so I would say, for people who may feel stuck right in that place and may feel like, well, I went to school for this, and this is kind of all that I am, I would, I would gently and respectfully challenge that concept and say, Man, that I get that concept. I get that you may feel that way, but the reality is actually something different, right? Just because you think it and feel it doesn't mean that it is so and then, and then I would say, I would encourage them. In fact, I've met a lot of educators because it with school posts. Specifically, I get to meet a lot of cats. Counselors too, and a lot of them have come from that, like they were educators, and kind of figured out that they actually really liked kind of the human component a little bit more, and kind of went into this kind of school counselor role. And then, of course, I know lots of them that end up kind of in administration, right? And then, I mean, your story, Lily is a really cool one, right? You went from there to kind of this, like, I want to be up here writing the content, right? I want to be like, creating some of that and seeing if we can actually, you know, improve the educational system as a whole. So I guess those will be my two pieces of number one is begin to pay attention to what like emotionally energizes you and realize that that's an indicator like, that's an indicator to you like that, yes, put energy there on a psychology basis. What they would call that right is, is recognizing what your strengths are and then finding ways to monetize some of those strengths, right? In fact, maybe I'll even find the resource and you can plug it in. It's not mine, but it's Martin Seligman, who is one of those people that I mentioned. He's one of the most well researched psychologists around, but he actually has a little test and it's free. I mean, I think you have to put your email or something like that where he kind of does like an analysis of these strengths. And it might just be a useful, excuse me, a useful tool for some of your educators who may be looking for that, who want to identify what those strengths are, and then maybe either make a shift, or, by the way, utilize those strengths in their own education as a way to improve their condition and decrease some of their suffering, or some of their burnout, or some of their challenge as well. So anyways, that was probably way more than you know to hear from me.
Lily Jones
But no, I love it And absolutely, absolutely agree. I mean, I say these same things to our teachers all the time. You know, of like, following what interests you and then not talking yourself out of it. Because I think oftentimes people are like, Oh, if only I could do this. But no, I can't do that because of X, Y and Z, and it's like, let's just stop it with what if I could do this and explore it a little bit. So I love both pieces of your advice and really paying attention to kind of the stories we've told ourselves, and we can rework those stories to be more supportive, to get us where we want to go or where we want to explore next.
Iuri Melo
Yeah, I think you said it right. I think our what's the there's such a great quote, a couple of great quotes on, oh my gosh, into the woods, like the play, the book, the movie, but sure where, where it talks about words or spells right, or even words, words or children, they grow right. And it's this concept of this kind of self fulfilling prophecy right that that if we begin to own our limits, they become it, right? We become those. And it even reminds me of, like, one of my absolute, like, favorite movies of all time. Well, I don't know if it's all time, but, but inception. I just think it's such a great story. But there's a great quote in there that says, Oh my gosh, I'm gonna be upset if I can't remember it. But something to the effect of like, ideas are like a virus. They're resilient, highly contagious, and even the smallest seed of an idea can grow. It can grow to define you or destroy you, right? So that's around something but, and so a lot of this learning process, right, is potentially unlearning these stories, like you said, Lily, right, that like we've been telling ourselves for a long time, and that we believe like, we just believe like, this is just who I am, right? Like, versus, yeah, that says that's a small portion.
Lily Jones
Yeah, so powerful. Well, thank you so much, Yuri. It's been such a pleasure talking with you. Can you tell folks how they can connect with you? Absolutely.
Iuri Melo
You can email me directly at Iuri at schoolpulse.com, or you can go to our website at school, pulse.org, and you can reach out to us and and just make a good friend in St George, Utah, if you want, or if you're interested in what we do. I'd love to tell you more obviously, with no obligation, we're just, we're just, we just want to do good things.
Lily Jones
So wonderful. Well, thanks again.
Iuri Melo
Lily, you're a blast. Thank you so much. I wish you well in your in your pursuit as well and and just feeding those teachers, we absolutely need them. So thank you.
Lily Jones
You bet.
Transcribed by https://otter.ai