441 The complexity of multiple sense of mattering in life satisfaction among Roma girls: the mediating role of socio-political agency

Abstract EP3.1, e-Poster Terminal 3, September 3, 2025, 10:35 - 11:00 Background Roma girls (RG) report lower life satisfaction than the general population, which can be attributed to the impacts of structural inequalities on their psychosocial development. These inequalities are transmitted through the generations, resulting in the development of a sense of mattering that is chained to traditional gender roles. Despite extensive evidence, studies that have examined the potential impact of sociopolitical agency on the relationship between the sense of mattering and life satisfaction in RG are scarce. This study aims to provide evidence to document initiatives that can help RG overcome the gender roles that exclude and discriminate them. Methods Standardized questionnaires were administered to 122 RG (aged 9–15) in Spain, Romania, and Bulgaria. Three structural equation models were estimated using robust maximum likelihood estimation (MLR) to evaluate direct and mediated effects of sense of mattering on life satisfaction, with socio-political agency and identity roles tested as mediators, within family, school and community contexts. Results Findings indicate that only family-based sense of mattering directly and significantly enhanced life satisfaction. Although positive associations between mattering and socio-political agency were observed across all contexts, only socio-political agency significantly mediated the effect of school-based mattering on RG’s life satisfaction. In contrast, mediation effects were not significant in the family and community settings. Additionally, identity roles related to family, friends, school, and having a job further influenced these relationships. Conclusion Family turns into a vital support system in at-risk environments. However, while familial support is crucial for enhancing life satisfaction among RG, exerting their agency to freely decide on their lives may simultaneously constrain the development of life satisfaction within family and community contexts. Therefore, it’s crucial to develop culturally sensitive interventions in schools in collaboration with families, to promote girls’ recognition, influence, and diversified roles within safe environments, ultimately supporting their well-being.