“Mattering” captures the psychological need to feel significant and appreciated by others. We present data collected from individual interviews with 17 adolescent Black boys, along with focus group interviews with a subset of these participants, to explore their perceived mattering at one U.S. high school over two school years (2019–2021). Participants’ perspectives highlight how teachers shaped their sense of mattering during the period leading up to and during remote learning amid the COVID-19 pandemic and Black Lives Matter protests. Findings show that pre-COVID-19 practices, which led Black boys to feel “hyper scrutinized” and “strategically avoided”—elements of what we call “marginal mattering”—persisted during remote learning and racial unrest. Participants felt overworked and unsupported by teachers, who overlooked their home lives and the issues raised by the Black Lives Matter movement. We conclude with implications for research, policy, and practices to ensure Black boys feel valued in school.
Carey et al. (Thu,) studied this question.