Mattering: From Initiative to Identity

Part 7 of the “Mattering in Early Childhood Education” Series

“Mattering isn’t something we add to our work. It’s the way we do our work — together.”
— Deidre Harris

Over the past several weeks, we’ve explored mattering through many lenses — the personal (“Me”), the collective (“Core”), and the systemic (“Big”).

We’ve looked at how being noticed, affirmed, and needed can transform how early childhood educators experience their work and how children experience their care.

But as we begin to close out this series, it’s important to name something deeper: Mattering is not a short-term initiative.

It’s not a campaign, checklist, or feel-good exercise. It’s an identity — a lived, breathing way of leading and learning that keeps human dignity at the center of every decision.

The Danger of Treating Mattering Like a Program

Too often in education, even our best ideas become programs — and programs have life cycles.
They start with enthusiasm, get implemented with intention, and then fade when the next priority arrives.

Mattering can’t afford to be one of those. Because mattering is not what we do to boost morale — it’s how we see one another every day.

If it’s not integrated into the bones of our culture — our conversations, our systems, our daily rhythms — it risks becoming just another temporary fix for a long-term human need.

From Initiative to Identity

For mattering to be sustainable, it must evolve from an initiative into an identity. That transformation begins when everyone in the organization—from teachers to administrators—embraces mattering as both a value and a shared responsibility.

At first, mattering may begin as an initiative, introduced as a new idea or focus area. It’s discussed in meetings, featured in trainings, and highlighted as the theme for the year. Over time, it grows into practice, where teams weave the Noticed–Affirmed–Needed model into their daily routines, reflections, and feedback. Eventually, mattering becomes identity—it’s no longer something people do, but who they are. It shows up in tone, trust, and how people feel when they walk through the door. It’s embedded in systems, reinforced by values, and reflected in every interaction.

When mattering becomes identity, the question shifts from “What do we do next?” to “How can we live this more deeply?”

What does this look like?

At the Me Level:
Mattering becomes a daily reflection practice.
Educators remind themselves:

“I make a difference. My presence changes lives.”

At the Core Team Level:
Teams create patterns of noticing and affirmation that outlast turnover or change.

“We check in before we check tasks.”
“We name the strengths we see.”

At the Big Team Level:
Leadership ensures that systems reflect human values.

Recognition is embedded, not occasional.
Voice and inclusion are built into decision-making.
Policies are filtered through a question: “Does this show people they matter?”

When mattering is integrated at all three levels, it becomes self-sustaining.
It’s not a moment — it’s momentum.

If your team is ready to move from initiative to identity—where mattering isn’t just something you talk about but something people feel every day—I’d love to partner with you.

Through Team Agreements coaching, leadership development, and customized training, I help early childhood programs build systems where people feel noticed, affirmed, and needed—because that’s where true belonging and resilience begin.

Let’s create environments where everyone, from educators to families, can say with confidence: “I matter here.”

Reach out to me at deidre.harris@teamagreements.com