The Science of Doing It Right

Group work has long been a staple in classrooms. Many of us turn to it with the best intentions. We believe it encourages collaboration, improves learning, and prepares students for life beyond school. But new research is challenging that assumption. When group work is not thoughtfully structured, it can actually hold some students back, especially those from disadvantaged backgrounds.

The Hidden Problems with Group Work

A global study by Wang and King (2025) looked at more than 60,000 economically disadvantaged students across 31 countries. They examined how social-emotional skills like perseverance, curiosity, and emotional control related to academic resilience. These traits were all linked to higher success. But one result stood out.

Cooperation (the skill of working well with others) was negatively associated with academic resilience when the other traits were taken into account.

This may seem surprising at first. But when we look closer, it makes sense. Here are a few reasons the researchers offered:

  • Social loafing: Some students put in less effort when they are in a group, assuming others will pick up the slack.
  • Introjected motivation: Students may participate to avoid guilt or to protect their self-image, not because they are truly engaged.
  • Over-helpfulness: Students may focus so much on others’ needs that they lose sight of their own learning goals.

These issues do not always show up clearly. But over time, they can erode the self-regulation and persistence students need to succeed.

Why Accountability Matters

Without the right structure, group work can make it easier for some students to slide by without doing much. This is especially risky for students who already face academic challenges. Wang and King suggest that combining group accountability with individual deliverables is essential. Each student should be responsible for their own piece of the learning.

Some classroom strategies that support this approach include:

  • Assigning clear roles to each student in the group, such as researcher, presenter, or note-taker.
  • Using both self-assessments and peer-assessments to reflect on contributions.
  • Requiring individual checkpoints or submissions as part of the group timeline.

These steps help ensure every student has a voice and a sense of responsibility.

Supporting Independence Alongside Teamwork

Academic resilience often grows from individual traits like curiosity, focus, and perseverance. But these traits can sometimes be overshadowed in group settings, especially if the group dynamics are unbalanced.

In practice, it helps to use group time wisely while still giving space for independent thinking. Here are a few examples of how to do that:

  • Use group activities for brainstorming, discussion, and peer feedback.
  • Require each student to turn in a personal reflection, summary, or final product.
  • Create assignments where each student is responsible for a unique contribution.

This approach strengthens both social skills and individual growth, without one coming at the expense of the other.

How to Structure Effective Group Work

If we want group projects to support academic resilience, we need to design them with care. Below are a few research-backed strategies that have worked well in classrooms:

  • Keep group sizes small (no more than three or four students.)
  • Assign rotating roles to give each student experience and responsibility.
  • Set deadlines for both group tasks and individual components.
  • Grade both the team’s output and each student’s contribution.
  • Embed key traits like perseverance and curiosity into rubrics and discussions.

These steps make group work more meaningful, especially for students who need consistency and structure to thrive.

Rethinking Group Work for the Better

There is a strong evidence base for the benefits of collaborative learning. When done right, group work can build confidence, improve academic outcomes, and strengthen peer relationships. But the key is in the design.

We do not need to abandon group work altogether. What we do need is to be intentional. By adding accountability, balancing individual and group goals, and supporting resilience-building skills, we can make sure group work does what it is supposed to do—help every student grow.

 

Wang, F., & King, R. B. (2025). Socio-emotional skills matter for academic resilience: A global perspective. Learning and Individual Differences, 123, 102758. https://doi.org/10.1016/j.lindif.2025.102758