Trenna Sutcliffe, M.D.

And it's really important to understand that person in order to help them with leveraging their strengths and then understanding what kinds of gaps you want to like fill and what kinds of skills you want to work on.

And it's really important to understand that person in order to help them with leveraging their strengths and then understanding what kinds of gaps you want to like fill and what kinds of skills you want to work on.

I think it's both those things you mentioned. It is definitely training more people and trying to think about how to use and recruit people who are also going to support, for example, the developmental behavioral pediatrician or the psychiatrist or the psychologist.

I think it's both those things you mentioned. It is definitely training more people and trying to think about how to use and recruit people who are also going to support, for example, the developmental behavioral pediatrician or the psychiatrist or the psychologist.

For example, we need more DBPs, but we also need then like more nurse practitioners or other allied professionals who can support the team. So it's being creative and innovative with how you create the teams. and find enough people to be on these teams, but then how it's reimbursed and making sure there's access to these teams will be really important.

For example, we need more DBPs, but we also need then like more nurse practitioners or other allied professionals who can support the team. So it's being creative and innovative with how you create the teams. and find enough people to be on these teams, but then how it's reimbursed and making sure there's access to these teams will be really important.

I really believe in the bridge to education as well, which is not something that is part of an insurance model.

I really believe in the bridge to education as well, which is not something that is part of an insurance model.

I'm going to go back to the bridge. Because it is. It's like the insurance, they'll say that parts of this intervention are educational. So they're not responsible for it. And then the educational people will say that this part is this medical thing. It's actually not interfering with the classroom.

I'm going to go back to the bridge. Because it is. It's like the insurance, they'll say that parts of this intervention are educational. So they're not responsible for it. And then the educational people will say that this part is this medical thing. It's actually not interfering with the classroom.

But you need to realize to help that child move the needle, you have to have both systems working and talking together and collaborating together if you really want to move forward. And so it's a totally different system, but I really believe in bridging education, mental health, and medical if you want to make an impact on child well-being and health.

But you need to realize to help that child move the needle, you have to have both systems working and talking together and collaborating together if you really want to move forward. And so it's a totally different system, but I really believe in bridging education, mental health, and medical if you want to make an impact on child well-being and health.

Thank you.

Thank you.