MULTARITY SESSION REPORT
The Student’s Journey & Insights on Belonging
By this point in the report, you've seen the overarching themes of our conversation with Cushing students on the topic of belonging. Now, we invite you to take a closer look at the individual insights shared by each of the five student participants. These reflections highlight the unique challenges, realizations, and moments of growth that each student experienced. Their stories reveal the deeply personal nature of belonging, shaped by internal exploration and the influence of their environments. Below, you’ll find a summary of the most poignant insights from each participant, providing a deeper understanding of the diverse perspectives that came together in this discussion.
We’ve organized student discoveries to showcase the unique perspectives shared by each participant during their reflections on belonging. Each student’s journey highlights different dimensions of belonging, from navigating cultural shifts to overcoming personal challenges. These reflections reveal how early experiences, frequent relocations, and personal growth shaped their understanding of what it means to truly belong. In this accordion-style menu, you’ll find deeper insights into the challenges and revelations they faced, showing that belonging is not a fixed state, but an evolving and multifaceted process.
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STUDENT A:
One student shared that belonging isn't simply "black and white," but rather a complex process that requires personal reflection. They emphasized questioning whether the group they belong to truly aligns with their purpose, suggesting a deeper understanding of belonging beyond just acceptance.
They spoke about struggling with being different as a child, specifically mentioning the challenges of fitting in as a "tomboy." This highlighted how early experiences of exclusion can shape one's understanding of belonging.
Another observation noted that people often assume everyone has "their people," but in small communities, this can be challenging. Social media, however, was seen as a tool that can help bridge the gap by connecting individuals beyond local limitations.
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STUDENT B:
This student reflected on their experience of moving from one cultural environment to a completely different one, which helped them understand the value of sharing common backgrounds and forming bonds through mutual interests.
They described their realization that belonging is more about building personal connections than simply being accepted into a group. This shift in perspective emphasized that belonging involves growth through personal relationships.
They also noted that cultural boundaries often limit belonging, as people tend to stick together within familiar circles. The importance of being open-minded and breaking free from such limitations was highlighted as key to experiencing true belonging.
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STUDENT C:
This student shared their experience of moving frequently, discussing the challenge of adjusting to new environments and how this affected their sense of belonging. They found that surrounding themselves with familiar people was crucial for regaining a sense of belonging after each move.
They provided an insight that belonging initially seemed to be about separating oneself or establishing boundaries. Over time, they learned that it is more about forming one’s own community and focusing on connection rather than exclusion.
The journey to finding belonging was described as both scary and wonderful. This participant came to view belonging as something magical, especially when it involves making new connections, moving away from a simplistic, "black and white" understanding.
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STUDENT D
One student described their experience with a sports team, where their teammates' support during an injury made them feel like part of a family. They appreciated that they didn’t need to be perfect to belong, which left a lasting impact on their understanding of unconditional belonging.
They also noted that belonging isn't always easy or straightforward—it requires time, patience, and a deep understanding beyond simply finding common interests. Genuine connection was recognized as more complex than it might seem.
The importance of following one’s intuition in deciding where to belong was highlighted. This participant shared advice they would give to their younger self: to be cautious about where they try to belong and to prioritize a genuine, comfortable connection rather than trying to fit in everywhere.
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STUDENT E:
This student noted that belonging means more than being tolerated in a space—it requires being truly wanted and accepted by others. This highlighted the importance of active, meaningful inclusion, rather than passive acceptance.
They shared how frequent moves in their life left them feeling like an outsider, with parts of themselves that they weren’t fully sharing. This insight emphasized the idea that belonging involves revealing oneself completely, which can be a significant challenge after repeated disruptions.
Finally, this student reflected on the difficulty of maintaining lasting relationships due to constant changes, which made belonging sometimes feel unattainable. They pointed out the challenge of building meaningful connections when there is an assumption that relationships won't last long.
9-30-24
A Little Time Together, A Big Difference
This timeline highlights the week between the initial Multarity Session [Sept. 30] and the students' reflection session [Oct. 7]. In this brief period, students had time to process insights and apply them in their daily interactions. The gap allowed for early signs of change, such as increased inclusion and a deeper consideration of belonging within their school community. This progression from session to reflection shows how even a small amount of time can spark meaningful change.
The insights and behaviors you’ll read about below all occurred within just days of that single session.
POST SESSION REPORT | A WEEK AFTER
10-7-24
Analysis of Student Post-Session Conversation:
The follow-up session with the students revealed notable behavioral and attitudinal changes, highlighting their reflections and actions since the initial conversation on belonging. Here are some key observations:
Shift Toward Inclusivity and Empathy:
Two students explicitly reported making deliberate decisions to include others who were previously not part of their social circles. One student shared that they invited a shy friend to sit with their group in the dining hall, noting that the friend opened up and began participating more actively in the conversation. Another student decided to work with someone different on a biology project instead of their usual partner, viewing it as an opportunity to build new connections and foster inclusivity. These actions illustrate a shift from passive observation to proactive efforts to make others feel included, suggesting increased awareness and empathy.
Actions Rooted in Reflection:
Another student shared that their reflection on belonging led them to invite younger classmates to their dorm to cook and share a hot pot meal together. This action of intentionally creating a welcoming environment illustrates her desire to foster connection and provide a sense of belonging for others, particularly those younger or less familiar with the school community. Similarly, another student reflected on belonging through their experience with family, feeling a deep sense of connection and authenticity during her mother’s visit. These reflections led to tangible actions that contributed to their own and others' sense of community.
Broadened Perspectives and Personal Growth:
Many students expressed how the session provided new perspectives on belonging. One student described how they gained a deeper understanding of the concept, moving beyond a surface-level view to appreciate its complexity. Similarly, another student mentioned trying to observe who on campus seemed to feel a sense of belonging and who did not, reflecting a heightened sense of awareness and empathy for others in their community. These reflections indicate a significant shift in their approach to social interactions—moving from a focus on themselves to a broader awareness of others.
Awareness of Different Forms of Belonging:
A recurring theme was the realization that belonging looks different for everyone. One student mentioned how their perspective on belonging expanded—they initially thought it was the same for everyone, but after the session, they started noticing how people tend to belong to groups based on shared interests like sports or dorm activities. This broadened understanding was echoed by two other students, who both reflected on how the session helped them see belonging as more nuanced and varied among individuals. Such reflections indicate a deeper awareness of the diverse ways people find their place within a community.
Emotional Vulnerability and Growth:
The students consistently used words like "vulnerability" and "emotionally taxing" when describing the experience, indicating that the discussions challenged them to open up emotionally in ways they were not used to. Another student shared that the experience was emotionally intense but that this intensity made it memorable and impactful, suggesting that vulnerability was a key factor in the student’s growth. The facilitator highlighted how stepping into vulnerability is often what drives personal and communal growth, reinforcing the importance of these conversations for emotional development.
Impact of Visual Representations:
The students reported that the use of images to represent their experiences had a profound impact them. One student noted how seeing the visual interpretations of their discussions helped clarify and deepen her understanding of belonging. Another student, who most notably struggled with feeling like they belonged [anywhere] appreciated the image of puzzle pieces with connecting parts, feeling it visually captured how different people, despite their differences, can fit together to form a cohesive community. The imagery provided a tangible way to reflect on abstract concepts, reinforcing their learning and emotional experiences.
The Shared Light of Belonging
Perhaps no image is as deep a reflection of the students' experience and emerging transformation as this. Here, high school students stand shoulder to shoulder in the reflective waters of their shared school environment, each holding a lantern that represents their newfound insight on belonging. These lights symbolize the personal revelations they experienced during the Multarity Session—a deeper understanding of their own struggles to belong and a greater empathy for others' journeys. The man in the distance carries two lanterns, a reflection of his effort to bring the light of belonging to another student, igniting a new connection after the session. The floating, unaccompanied lanterns drift in the water, symbolizing the unfulfilled opportunities to extend this light of understanding and inclusivity to others still in need. The water connects them all, a shared space filled with potential to continue fostering belonging through the simple but profound act of sharing their light.
Conclusions and Recommendations:
Our follow-up session with your students demonstrated significant shifts in students' behaviors and attitudes toward belonging.
Key findings include:
Increased Empathy and Inclusivity: Several students took deliberate steps to include others, suggesting that the session successfully encouraged them to think about how to create a more inclusive community.
Broadened Understanding of Belonging: Students began to recognize that belonging is not a one-size-fits-all concept, with different forms of connection resonating with different individuals.
Actions Based on Reflection: Students not only reflected on the concept of belonging but also translated those reflections into concrete actions, such as inviting others into their social spaces.
Emotional Growth Through Vulnerability: The emphasis on vulnerability and openness was a powerful element of the experience, pushing students to engage deeply and authentically with each other.
In the quiet stillness of a pond, even the smallest ripple can travel far—just as the seemingly simple acts of kindness and inclusion create profound waves of belonging. In this symbolic reflection of our Multarity Session with Cushing students, they stand at the water's edge, reflecting the gradual impact of their actions. Each ripple represents the influence of kindness and inclusion, expanding and connecting across the water, mirroring the effect they have on their shared environment. It's a serene yet powerful portrayal of how even small acts create waves of belonging. In less than a week of our session, student participants reported that they began to see and behave differently. The contagion of kindness has begun to spread among them.
To further support this growth, it could be valuable to:
Create Opportunities for Continued Inclusivity: Encourage activities where students intentionally partner with someone they don’t usually interact with.
Reflect on Emotional Vulnerability: Continue fostering open discussions about vulnerability to normalize these experiences and emphasize their importance for growth.
Use Visual Tools: Continue incorporating visual elements to help students articulate abstract emotional concepts, as this was notably effective.
Overall, our follow-up session suggests that the initial conversation on belonging had a lasting, positive impact, with students demonstrating heightened awareness, empathy, and efforts to include others—indicating growth in both their social and emotional skills.
Voices of Belonging: Reflections and Actions from the Multarity Session
“I realized that belonging looks different for everyone. I used to think it was the same, but now I see how people belong based on shared interests, like sports or dorm activities.”
“After reflecting on what belonging means, I invited younger classmates to my dorm for a hot pot meal. It was a way to make them feel welcome and start building new friendships.”
“This week, I decided to work with someone different on a biology project. It felt like a small way to build a new connection—something I wouldn’t have done before the session.”
“The puzzle metaphor really stuck with me—it shows how different pieces, even if they’re complex and unique, still connect to form something whole. That’s what belonging feels like.”
“The session made me think about how people belong in different ways. I’ve been trying to notice which students seem to be adjusting and which ones are still trying to find their place.”
Introduction to the Art and Symbolism
The art you see here captures the reflections and transformations experienced by students a week after their Multarity Session on belonging. Throughout the week, as they sat with the conversation, they began to see their world through a new lens—one that opened doors to new opportunities, revealed those who felt invisible, and deepened their understanding that differences can still fit into the bigger puzzle of connection.
The students demonstrated a natural, unprompted capacity to see themselves in others and take meaningful steps to foster inclusion. Without any direct invitation, they reflected on the insights from the session and bravely stepped out of their comfort zones, offering comfort, inclusion, and belonging to those around them.
Each image symbolizes their evolving journey—one where they learned not just to belong, but to create belonging for others.
