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Bullying has long-lasting consequences for mental and physical health as well as relationships, but little is known about how bullying experiences at school-age impact social behaviors–and particularly social attachment–in adulthood. This qualitative study investigates the relationship between experiencing school bullying and social attachment patterns in early adulthood. The analysis comprises a retrospective study of young adults in Poland (n = 20) who were interviewed to investigate possible connections between their peer bullying experiences and current social lives. The findings reveal three major social attachment patterns in adulthood: social cushioning, anxious withdrawal, and desperate friendship-seeking. In the first pattern, a person acquires emotional and social security through attachment to a small peer circle. In the second, a young adult prefers solitude or limited social contact to avoid further negative experiences. In the third, a person seeks to be socially recovered and approved despite multiple failures and rejections. [ABSTRACT FROM AUTHOR]

Diaspora policy hinges upon multiple issues linked to the state of origin, state of destination, and international environment, as well as the size and nature of the diaspora itself. This article examines the evolution of Poland and Lithuania's diaspora policies in response to the transformation of the diasporas' nature from 'liquid' to 'solid' in the EU post-accession period. Drawing on existing data and statistics, and an analysis of the documents and actions taken by the Polish and Lithuanian governments, the article presents four layers of the transformation of diaspora policies: adjustment, inducement, partnership, and embracement. [ABSTRACT FROM AUTHOR]

The formation of the sense of belonging is a lifelong process, which has no precise patterns and depends on individual experiences and feelings. For migrant children, it becomes central during transnational transitions and socialisation. To study the anchors and thresholds that shape a transnational sense of belonging of migrant children in Poland, this paper adopts the concept of social anchoring proposed by Grzymała-Kazłowska [2016. "Social Anchoring: Immigrant Identity, Security and Integration Reconnected?." Sociology 50 (6): 1123–1139]. The study derives from child-centred qualitative research with migrant children, their parents and their teachers. The analysis introduces the four dimensions of belonging formation, namely the formal, social, emotional and symbolic, which determine how migrant schoolchildren negotiate their sense of belonging during transnational transitions. This research stresses the significance of all four dimensions for children's socialisation and underlines that belonging becomes key in children's wellbeing and sets the priorities in multiple spheres, like education, friendship, interests, leisure, or future life plans. [ABSTRACT FROM AUTHOR]

The changing character of diasporas and states' politics intersect with new challenges in the policymaking process. This study aims to investigate the priorities and hardships of the diaspora education policies in Poland and Lithuania. The study applies the three-dimensional approach (Lesińska, Popyk 2021) to study diaspora policy and draws on qualitative research with the diaspora state institution representatives in the two countries. This paper compares the role of diaspora education policy in a broader policy context, alongside presenting the challenges, namely "socio-demographic", "methodological", "political" and "financial", that state institutions face while ensuring education for the young members of diasporas. It contributes to the scholarship on diaspora policies studies by presenting how state institutions approach and govern the relationships with young diasporas through ensuring education and support social and cultural life of diaspora schools. [ABSTRACT FROM AUTHOR]