Tumaini: [00:09:03] Yeah, I’ve heard things like that as well. I think for many parents, they may hear that at first. And I could see this with my husband in the way that, you know, he kind of was able to start seeing that this really is something that is significant. So obviously, in a preschool-age kid, yes, developmentally appropriate to not be able to sit still, to be inattentive, to have poor impulse control. But as the kid gets older and academically, they’re required to do more in terms of attention and impulse control, and, you know, sitting still, and they’re not able to keep up with their peers and that. Then I think for parents, as a kid gets older, they can start seeing that what before they kind of, I don’t want to say “dismiss,” but attribute to that. You’re just trying to point something that’s wrong with my kid. And this is another way to kind of, you know, find a way to hold my kid back or these kind of things. When they get to third grade and over, then it’s like, OK, yes, they can start seeing that their child does need some additional assistance to be able just to make it through school. You know, one other thing I’ll point out is, like, both can be true. Right? It can be true that, yes, the child has ADHD, but can also be true that there’s a significant amount of implicit bias that the teachers or the school system is putting on that child. And that’s really tough place for a parent of a Black child to be. Because you know that there’s some element of need educationally for that child. But then you also know that, yes, there’s this element of racism, both structural and interpersonal racism, that’s impacting the kid in school. And to navigate that and to figure out each day, you know, which is which, it’s hard.