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Like the vast majority of ethnographic diary studies, my research project generated a large amount of data, upon which I then had to attempt to impose some order so as to identify “essential interpretations” of the classroom context and the participant experiences I was investigating (Clayton & Thorne, 2000, p. 156; also see Polit & Hungler, 1993). Yet, as Briggs (2020, p. 190) observes, dealing with qualitative data can be “daunting,” as understanding research participants’ reported perceptions is inherently difficult. Consequently, my data analysis needed to be systematic, and also involved honest reflection about the ways in which I (as the researcher), the research methodology I designed and the analysis I pursued, and the diarists themselves might affect the data (see also Burnard, 1991; Richards et al., 2012).