Thank you for the question.
I have a couple of comments on your point.
We do have a lot of conversations about at what levels we influence and how we actually bring these in at the grassroots level and at a very young age. A number of schools are now introducing civility with respect to use of computers, as an example, because most schools have computers available and the kids are using technology. They are now building into their curriculum things like how to be appropriate with respect to technology as part of that. Many schools now have pathway types of programs that address issues of children who have aggressive behaviours or who are having difficulty integrating into the classroom. It's really important to recognize that many school systems across the country are now starting to introduce a number of those initiatives you're speaking about.
One of the things that we do on the crime prevention side is, when we're looking for programs and we're looking for people to submit programs, we want them to be working with the school. I'll just give you an example of one that we have now.
It's a program in Vancouver. It's called the SACY program, and it's really about violence against young women and girls. It's from the ages of 12 to 17. Now I know it's not the younger piece that you're talking about, but it's just an example of how people are just so much more aware that there's a need to intervene, not just in the community or with a social program but that it has to be connected to the education system. The reality is that we want our youth in the education system. They spend a lot of their time, hopefully, in that system, and there has to be a connection. There is the role-modelling piece, the sense of competence and self-worth, the issues of reduction in terms of negative behaviours of cyber-bullying, and so on.
It's just an example of a program that engages youth, and it also has recreational components to it. It also builds in a consequence piece so that kids of that age can really recognize the consequences of their actions.