I would have preferred that the book had included a chapter or two about children who are also enduring ACE (adverse childhood experience) trauma and/or struggling with autism spectrum disorder. (I’m one of those who have for decades suffered this perfect-storm combination of misfortune.)
Perhaps the author could also have strongly advocated for high school curriculum that teaches the science of the basics of young children’s developing brains and therefore healthy/unhealthy methods of parental/guardian child rearing.
In 2017, when I asked a teachers federation official over the phone whether there is any such curriculum taught in any of B.C.’s school districts, he immediately replied there is not. When I asked the reason for its absence and whether it may be due to the subject matter being too controversial, he replied with a simple “Yes”.
This strongly suggests there are philosophical thus political obstacles to teaching students such crucial life skills as nourishingly parenting one’s children.
Put plainly, people generally do not want some stranger—and especially a government-arm entity, which includes school teachers—directly or indirectly telling them how to raise their children.
(Albeit, a knowledgeable person offered me her observation on perhaps why there are no mandatory childrearing courses in high school: People with a dysfunctional family background do not particularly desire scholastically analyzing its intricacies; i.e. they simply don’t want to go there—even if it’s not being openly discussed.)