Inclusive group work for neurodivergent students

Group work is a ubiquitous practice in college classrooms, yet little attention is given to how it can be planned and facilitated in an equitable manner. This chapter proposes a comprehensive exploration of strategies to foster inclusive group work experiences for Neurodivergent students that educators, peers, and university personnel can adopt. This chapter draws on research exploring the experiences of Neurodivergent students in group work, highlighting the unique challenges they encounter. It examines how the inherent complexity of group dynamics can create additional difficulties for Neurodivergent students, often making group work a particularly demanding and challenging experience for them. By understanding the unique perspectives and needs of Neurodivergent students, educators can collaboratively create more supportive learning environments that promote academic success and personal growth.