“When Dr. Andrew Boozary and his team at Toronto's University Health Network looked deeper into the issue, they discovered that about 100 patients accounted for more than 4,500 emergency department visits in one year.”

/End

www.cbc.ca/news/canada/...

I haven't used it myself, but you might want to check out Experience Sampler, made by @spicythai.bsky.social and @page-gould.bsky.social www.experiencesampler.com

Brings to mind this work www.pnas.org/doi/10.1073/...

This and many other exciting perspectives on belonging in school at our AERA session, so please come and see us!

Future research, then, should seek to develop belonging measures that account for all 4 experiences of fit that students themselves say influence their sense of belonging at school, rather than continuing to use measures that focus solely on their experiences of social connection at school.

Why? Because, I argue, these affordances enable their identities, goals, and needs to feel natural and inconspicuous when they are at school, and it is those feelings of *fluency* that ultimately produce a holistic experience that they belong.

Rather, their descriptions also emphasize the extent to which they experience support for their valued identities (self-concept fit), their goals (goal fit), and their basic financial, nutritional, health, and safety needs (resource fit).

But, I show that when we examine how students themselves describe their experiences of belonging in school, they describe a lot more than just their sense of social connection to others (their sense of social fit in school).

I argue that historically, educational and social psychology have largely equated belonging with social connectedness. Social connectedness is, of course, essential for belonging.

Thanks, Michael—we were inspired by the best!