As I enter the final year of a four-year research project on migrant children in Polish schools, I find myself pausing more deliberately—both in the field and at my desk. Looking back is no longer simply a matter of summarizing findings; it has become a way of noticing what took time to come into focus. This moment of reflection allows me to consider not only what I have learned, but also how my understanding of integration, inclusion, belonging, and schooling has shifted ove