How mattering-oriented teacher practices foster positive youth development: a practice-oriented conceptual model
Article / Journal
Author(s) / editor(s):
Dave Kobel
,
Jennifer L. Caruso
,
Sarah M. Stilwell
,
and Justin E. Heinz
Year: 2026
Language(s): English
Abstract:
This paper presents a practice-oriented model positioning teacher practices as central to students’ classroom sense of mattering—feeling valued and able to add value. Drawing on mattering theory and positive youth development, it specifies two pathways: practices that help students feel valued (relational attunement, importance, distinctive recognition, fair discipline) and practices that help them add value (meaningful roles, contributions to learning, autonomy/voice, accountability with recognition). Students’ sense of mattering is proposed as the relational mechanism linking these practices to social-emotional, behavioral, and academic PYD outcomes.
https://doi.org/10.1080/02673843.2026.2701341
Post created by: Virginia Signorini