“That was the best day of my life.”

The importance of disadvantaged children being seen and feeling like they matter.

Psychologists have defined mattering as “the perception that we are a significant part of the world around us” and as the belief that you can make a difference in the lives of others. As these definitions imply, there is a social aspect to mattering: you need to feel you are significant to others, and you need to feel you have some effect on the world around you.

The perception that we are a significant part of the world around us.

There is evidence that a large proportion of young people really do struggle to develop a sense of mattering.

There is evidence that a large proportion of young people really do struggle to develop a sense of mattering, and it is possible to identify specific social, economic, cultural and political factors which can make the quest to matter a more difficult and complicated endeavour for young people.

A sense of mattering can be derived (or not) from various sources: people can matter to particular others (such as a friend), groups (such as the family as a unit), or social institutions (such as one’s high school or a local club or sports team). Young people need occasional, regular signals that significant others are aware of their presence, invest sincerely in their welfare, and rely on them in meaningful and appropriate ways. Unfortunately, too many disadvantaged young people lack these mattering opportunities.

“I think if you can find ways to give any kids really, but specifically the groups of kids that we're working with, it’s an opportunity to be seen, isn't it? It's about feeling seen and that you matter, and what you've done matters and that somebody has looked at what you've made and gone, "Wow, look at that. I didn't know that and you've taught me that" and the feeling that that kind of brings along I think is so important.”

Paul, local deputy headteacher.

Opportunities outside of school for enrichment can be particularly important for children and young people who feel alienated or excluded by the confined social rituals of school. Children repeatedly describe feeling special, important, and braver, with trips giving them the courage to talk to new people, express themselves more openly, and take part in unfamiliar environments.