Feeling Wanted

As teachers, we often forget the immense impact we have on our students beyond the walls of the classroom. My son’s recent journey through the whirlwind of college football offers has been a poignant reminder of how essential it is to make students feel wanted, valued, and supported in their educational environments.

Nathan is a talented kicker, and his abilities did not go unnoticed. Offers came pouring in from various colleges—D1, D2, D3, and NAIA schools—all eager to have him join their football team. The decision-making process was grueling. Some schools offered him preferred walk-on status, and others promised scholarships and guaranteed playing time. Although my husband and I shared our thoughts and opinions, we left the final decision up to him. We knew that ultimately, he needed to choose the place where he believed he would thrive the most.

In the end, he chose a smaller D2 school. It wasn’t the most prestigious offer on the table, but the decision came down to being about more than just football. It was about the school’s beautiful campus, the inspiring strength coach, and, most importantly, the personable head coach, who went above and beyond to make my son feel at home. After one of the final conversations with this coach, my son turned to us and said, “It feels good to be wanted.”

Those words resonated deeply with me. This coach and school had done more than just offer a spot on the team; they had made my son feel genuinely wanted and valued. They took the time to understand his needs and desires, creating an environment where he felt he could succeed not just as an athlete but as a person. This experience is a powerful analogy for the role we play as educators.

In the classroom, our students may not be choosing between college football offers, but they are navigating their own challenges and decisions every day. As teachers, it is our responsibility to create a welcoming environment where every student feels seen, heard, and appreciated. When students feel wanted, their engagement, motivation, and overall well-being soar.

Making students feel wanted goes beyond academic instruction. It involves recognizing their individual strengths, showing interest in their lives, and offering encouragement and support. It means being attentive to their needs, providing a safe space for them to express themselves, and celebrating their achievements, no matter how small.

Imagine a classroom where every student feels as Nathan did when he chose his college—a place where they are excited to come each day because they know they are valued. When students feel wanted, they are more likely to take risks, ask questions, and fully engage in their learning. They develop a sense of belonging that can transform their educational experience and empower them to reach their full potential.

The lesson here is clear: Just as my son’s choice was influenced by a coach who made him feel wanted, our students’ success can be significantly impacted by how we make them feel in our classrooms. By building a supportive, inclusive, and welcoming environment, we can help our students achieve not just academic success but also personal growth and confidence. Let’s commit to making every student feel wanted, every day.