November Edition Access Matters Small changes, lasting impact for all students.

Class discussions and group activities are valuable ways to promote collaboration and critical thinking. However, these same activities can unintentionally create barriers for students who experience social anxiety or other conditions that affect communication and processing. Quickly forming groups, thinking under pressure, and speaking in front of peers can create significant stress, making it difficult for some students to fully engage or demonstrate their understanding.

Why Does It Matter?

While conversation and group interaction are important, participation looks different for every learner. Students who experience anxiety may need additional time to reflect before contributing or may feel more comfortable engaging in smaller groups or through written communication. When faculty recognize and accommodate these differences, they create a classroom environment that supports all types of learners, especially those managing invisible disabilities.

Faculty can support students with anxiety and similar conditions by incorporating flexible participation strategies, such as:

• Share discussion questions or prompts ahead of time.
   
• Allow students to work individually if preferred.
   
• Provide options to contribute reflections in writing instead of verbally.
   
• Create smaller discussion groups or structured partner rotations to reduce social pressure.

Small adjustments can make participation more inclusive without changing course expectations or learning goals.

Flexibility in participation promotes inclusion. By providing multiple ways for students to engage, faculty can create classrooms where every student feels comfortable, confident, and ready to contribute.