by Nicole States, Instructional Developer, Reinert Center
I am neurodivergent, I have an auditory processing disorder and a weak working memory. This means that communicating in group discussions is difficult for me. I wasn’t diagnosed until my late 20s, but reflecting on my life and academics since then has helped me see where I clearly struggled without proper support.
Group discussions were always tough for me. I used to tell myself, “I don’t process information quickly,” or “I’m slow to think,” or “I get too anxious.” There was always an excuse I could find. I was successful enough in other areas to get by, even if I performed poorly during discussion-based assignments (which at the time weren’t common at my undergraduate institution). But sometimes, I’d get so caught up trying to process what people were saying that I’d fall behind and miss half the discussion altogether.
One memory in particular stands out when I am thinking about discussions. I was in a Modern Germany history course, and our final exam was a discussion-based assignment. Sitting there, I felt panicked the entire time, unable to focus on contributing to an academic conversation because I was so worried about making enough comments to get a good grade. Instead of learning, it became a game where my contributions ended up being half-baked, and I left the discussion feeling defeated.
The discussion was structured loosely. The professor would read a question, and students would jump in as they felt ready. This lack of structure was problematic for me because I couldn’t keep track of the flow of conversation and my ideas at the same time. By the time I was ready to contribute, the conversation had already moved on. This experience left me dreading discussion formats for the rest of my academic career, as I never got enough out of them to see their value.
When discussions aren’t accessible, they can inadvertently sour neurodivergent students on that form of learning altogether. However, there are ways to make group discussions more accessible for everyone—neurodivergent students, students with executive functioning challenges, and even neurotypical students who just like a little more structure to thrive. Let’s revisit my Modern Germany course and explore three ways that discussions could be facilitated differently in the future to support processing time.
Strategies for Accessible Group Discussions
- Clarify Expectations for Assessment
Knowing how I was going to be graded could have eased a lot of my stress. Was the focus on the quality of my comments? The quantity? Something else entirely? Clear rubrics or guidelines would help all students understand how to engage in ways that meet expectations.
- Build in Processing Time
Give students time to think about the prompt and jot down their ideas before anyone speaks. This ensures students aren’t scrambling to hold their thoughts in their heads while others are talking. For some, even a minute of silent reflection can make all the difference.
- Provide More Structure
“Jump in when it feels right” isn’t a helpful directive for students who struggle with nonverbal cues or who aren’t naturally outspoken. Instead, start each question with a designated discussion lead or rotate speaking turns. You could also incorporate non-auditory input. For example, students could submit their initial thoughts via a chat tool or clicker system, and the instructor could select a comment to kick off the discussion. This allows the student’s ideas to shine while giving them a more structured opportunity to contribute.
Making discussions accessible doesn’t just benefit neurodivergent students—it improves the experience for everyone by fostering a more inclusive and supportive learning environment. What other strategies have you used or seen to support neurodivergent students in group discussions?
The Notebook 