Team-based learning in science education improves academic outcomes and develops crucial workplace skills. However, it presents challenges for those with autism, ADHD, dyslexia or any other form of neurodiversity.
Many neurodivergent individuals find group work and processing information quickly difficult, and get distracted easily.
This kind of learning is challenging for them because it requires them to manage their time effectively and work with their classmates to complete activities in often overstimulating environments. Before class, they must review pre-learning materials. They then complete a closed-book quiz on the material – both individually and as a group in class. As a team, they must then work on exercises that apply knowledge to real-world scenarios.
We spoke to neurodivergent bioscience and pharmacy students to find out what we could do to support them. Here are five tips based on our conversations.
Help students prepare
Time management can be tough for neurodivergent students. We recommend building in a timetabled slot for pre-learning to ensure all students have enough time to prepare. We also found that providing materials in varied formats – recorded lectures, written notes and interactive activities – kept learning tailored to different learning styles, helping students maintain focus.
This advice is based on the following insights from two neurodivergent students:
“I can't really process audio very well, so if someone's speaking at me, I can't do it...because we have the written notes, it really helps me.”
“As somebody who struggles with reading, when they added the recorded lecture plus PowerPoint plus notes, it became infinitely more accessible.”
Create a comfortable environment
Noise and physical proximity can cause overstimulation and anxiety, so choose rooms with good acoustics and plenty of space, where possible. Small adjustments to layout – for example, placing certain teams at the edge of the room, or always in the same location within the room – can reduce anxiety in neurodivergent students and improve engagement.
One student said: “Something I struggled a bit with, especially at first, was the rooms we were put in because it ends up quite cramped and there’s a lot of noise. So, it gets a bit overstimulating sometimes.”
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Allow additional time
Many neurodivergent students have additional time arrangements for exams and in-class tests. This can be difficult to implement in a team-based learning session without drawing attention to individual students.
A discreet approach is to provide all students with additional time, whether they have an official arrangement in place or not. To do this, monitor the time it takes to complete the test, and when 50 per cent of students have completed it, note the time and add half that time again.
Be clear and considerate during class discussions
One of our neurodivergent students told us they found class discussions challenging:
“This added stress for me, especially as a person with social anxiety, as I often felt overwhelmed by the expectation to either volunteer or be chosen.”
When asking students to speak in class discussions, encourage them to answer but provide an option to pass to another team member or team. Select teams that have provided good answers and reassure them. Try not to select the same team to speak multiple times in one class. Also, ask neurodivergent students if they would like a support peer in their team to reduce anxiety about working with new people.
Finally, when clarifying misunderstandings or supporting class discussions, use visual aids (preferably from the pre-learning resources) and speak slowly and clearly.
Help students catch up on missed work
Fluctuating attendance levels can be common for neurodivergent students, and our students expressed concerns that missing a team-based learning workshop put them at a disadvantage.
Consider how students in this situation could catch up when needed. Could you provide recordings or answer sheets for the quizzes, for example?
Team-based learning is a fantastic way to boost engagement and learning for all students. With small, thoughtful adjustments such as the provision of flexible formats and support with time management, and by fostering a supportive environment, you can make team-based learning accessible and effective for neurodivergent students.
Acknowledgements: thanks to our student co-creators Ariana, Charlotte, Emily, James, Lithiya, Luke, Rania, Rosie and Will.
Cressida Lyon, Jo Stewart-Cox and Zoe Burke are senior lecturers at the University of Bath. Patricia Achi is assistant professor, Rachel Wood is a PhD student and Kristina Medlinskiene is associate professor, all at the University of Bradford.
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