How to Navigate Group Projects and Collaborations as a Neurodivergent Student
Now more than ever, students, parents, and educators know that neurodivergent students can succeed in a number of academic environments, especially when they can access the accommodations they need. However, even with accommodation, neurodivergent students can face challenges when asked to participate in group projects, group work, or collaborative classrooms. However, with the right strategies and self-advocacy, many neurodivergent students can still participate and thrive.
The Benefits of Group Work for Neurodivergent Students
Research has shown that group work is beneficial, on the whole, for all students. Group work, including small-group classroom work and project-based learning, can increase motivation, improve concept understanding, and even boost self-confidence. There is value in learning to work as a group in an academic environment.
Why Group Work Is Important in a Collaborative Classroom
In collaborative classrooms, students and teachers work together to solve problems and learn new concepts. Group work is critical to a collaborative classroom because it allows students to share unique ideas and perspectives with their classmates while exercising communication, critical thinking, and problem-solving skills.
Building Collaboration Skills
Group work provides an opportunity for neurodivergent students to build collaboration skills prior to joining the workforce. In virtually every profession, there will be some occasions for collaboration with co-workers and other teams. Building confidence in a group setting during school is a great way to prepare for those future work opportunities.
Strengthening Self Confidence
Group work can also be a good environment for building self-confidence. Group projects necessitate sharing ideas and reaching consensus, which will typically mean conflict. Neurodivergent students can build self-confidence by sticking up for their own ideas and finding ways to reach agreements with classmates in group work settings.
Common Challenges Neurodivergent Students Face in Group Work
Although there are demonstrated benefits of group work and collaboration, it is also true that students from marginalized groups, such as neurodivergent students, can experience increased anxiety and other challenges in a group work scenario.
Navigating Different Group Roles
Group projects often come along with official or unofficial group roles, such as leader, organizer, or observer. When roles are not specifically defined or explicitly decided upon, it can be a challenge for neurodivergent students to understand their roles and live up to unspoken expectations.
Overcoming Communication Barriers
Communication can be a major barrier for neurodivergent students when it comes to fully participating in group projects. Students who do not yet feel comfortable and confident in their communication skills may struggle to make sure their ideas are heard.
Strategies Neurodivergent Students Can Develop for Group Work
Developing strategies to be more comfortable in group work settings can serve neurodivergent students well in school and beyond, which means exercising group work skills like setting boundaries and managing sensory overload.
Setting Boundaries
Effective boundary setting is an important skill for all students to develop, but it can be especially important for neurodivergent students. Communicating boundaries around work hours, expectations, and even modes of communication can help make group work more positive.
Managing Sensory Overload
Sensory overload can cause neurodivergent students to shut down or even melt down, meaning finding ways to manage sensory input in classroom and group work settings is critical. Neurodivergent students may need to negotiate boundaries or accommodations related to sensory issues, including wearing sunglasses when bright lights are present, keeping any background noise or music to a minimum, and dressing comfortably.
Cooperative Learning Methods
Neurodivergent students may be better prepared for group work if they engage in cooperative learning activities before being placed into group projects, for instance. Teachers can use class time to learn cooperative learning strategies, such as how to communicate, how to manage conflict, and how to practice group work in low-pressure settings.
Value Inclusion
For neurodivergent students to be comfortable in group work, the student, their classmates, and the teacher need to make inclusion a core value of the classroom.
How Group Work Helps Neurodivergent Students Build Social Skills
Why is group work important? Group work can be an effective strategy for both neurotypical and neurodivergent students to acquire and practice social skills. For neurodivergent students who struggle with social cues, working in a group can be particularly valuable. Students working in groups get a chance to practice active listening while also exercising empathy and conflict resolution with their peers who have different abilities and different perspectives.
Social Interactions Within a Group Setting
Group work necessitates social interaction in person as well as online, depending on the project. The more neurodivergent students can interact with their peers in a safe environment like a classroom, the more likely they are to feel comfortable extending those skills into other interactions outside of school, which can have significant benefits personally and professionally.
Developing Empathy and Teamwork
Teamwork and collaboration are at the heart of group work. Working alongside neurotypical classmates allows neurodivergent students to practice empathy and learn from those with different backgrounds and experiences.
How Others Can Help Support Neurodivergent Students in Group Work
Schools and teachers can help support neurodivergent students in group work by preparing them and their classmates for group projects and fostering inclusive classrooms.
Create Clear Instructions
Unambiguous instructions are one way to support neurodivergent students in any project, including group work. Laying out clear expectations can provide a guiding light for groups as they work toward an end goal or project.
Practice Patience
Patience is a valuable skill for every human to cultivate and practice. Both teachers and neurotypical students should be expected to have patience with neurodivergent students as they are included in group projects. At the same time, neurodivergent students should practice patience with their peer groups who may not understand how best to communicate or engage with them.
Provide Flexibility and Alternative Participation Options
Not every student or project necessitates group work, even in a collaborative classroom. Teachers should assess whether group work is necessary and be open to students working on their own when it makes sense.
Explore the Possibilities by Joining in on Group Projects at Transitions
Neurodivergent students may be reluctant and experience anxiety related to group work. However, joining group projects, even on occasion, can be hugely beneficial for all students. Practicing empathy, listening, problem solving, and communication are all real-world skills that will benefit neurodivergent students as they take the next steps in their lives after school.
At Transitions, we understand that neurodivergent young adults may face unique challenges in group settings, especially when it comes to socializing and collaborating with peers. Our specialized curriculum and activity-based practices are designed to help these students feel more comfortable, supported, and empowered in group work. By focusing on socialization milestones, we provide tailored programs that help students develop essential skills like communication, teamwork, and conflict resolution. These skills are crucial for success, whether they’re preparing for college or entering the workforce. Through hands-on activities and real-world scenarios, Transitions ensure that each student builds confidence and is equipped with the tools needed to thrive in both academic and professional environments.
One way to help neurodivergent students develop the skills necessary to successfully engage with group projects is through directed practice at a place like Transitions. You can learn about the curriculum opportunities at Transitions and contact our team with any questions regarding group work and projects.
