Collaborative Problem Solving: Empowering neurodivergent students and building inclusive communities

Neurodivergent students – students with ADHD, autism spectrum disorder, learning difficulties, mental health conditions, or other challenges – face a range of internal and external challenges that can get in the way of their success and limit their ability to contribute their unique views to classroom dialogue. We can adapt research-backed methods used in K-12 education to help us empower students to participate in solving their problems while also building more inclusive learning communities at Mason. Innovation and interactive Activity: We will role play collaborative problem solving as a 3-step method for productive conversation with all students who face difficulties meeting the expectations of our courses and curricula. This method starts from the assumption that “students do well when they can,” and educational professionals can work with students to determine what is getting in the way of their success and how to address those barriers (Greene & Winkler, 2019). The method can be used in one-on-one meetings with students who are having trouble or can structure group conversations to address expectations that multiple students are having trouble meeting. It can also be taught to students to address conflicts in group work. Impact: Collaborating with students in developing solutions to the barriers they face can transform their educational experience and professional (and personal) lives and also offers us rich opportunities for professional (and personal) development. Takeaway: The practices shared can be used for addressing performance issues and unmet expectations in any relationship and can be adapted for teaching collaborative communication skills in any class.