Every day in schools across the United States, children from Pre-K through 12th grade engage in group work. These learning experiences range from whole-class activities to small group and partner assignments. Depending on their grade level, students might come home sharing stories about circle time, reading and math groups, partner reading, or project-based learning activities. They may excitedly recount their positive group work experiences, but they may also share frustrations about bullying, free riding, or conflicts. At the very least, these stories provide valuable feedback on their peer learning experiences.
Over the past 25 years, educational researchers have studied how to use group work to enrich and advance instruction (Cohen, 1994; Johnson, Johnson, & Holubec, 2013; Slavin, 2014). You probably have heard of an instructional approach called cooperative learning, where students work in small groups (typically 4 to 5 members) to achieve shared learning goals. These groups are designed to foster successful peer learning, incorporating diverse perspectives and a mutual concern for the group’s success (Webb, 2009). The groups are also balanced in terms of achievement, gender, cultural diversity, and social compatibility. The aim is to create equally balanced groups where students engage in enriching discussions, meet academic goals, and interact productively,
Extensive research has shown that these positive outcomes are achieved when cooperative learning groups are carefully structured with principles that promote positive interdependence (shared learning goals and roles) and individual accountability (Slavin, 2014). Having a well-researched instructional method, such as cooperative learning, available to teachers across all grade levels and subject areas is great news, right? Potentially, yes. However, there is often a gap between the availability of a teaching method and the teachers’ expertise in using it effectively (Mainzer et al., 2015; Mainzer et al. 2008). As in other professions, there is a continuum of capability within the teaching workforce. Put simply, some teachers are not as skillful as others, particularly in organizing a class and structuring student groups for productive learning.
When teachers lack a solid understanding of how to establish effective cooperative learning groups, they often create loosely structured groups that fall short of fostering genuine collaboration. Instead of working cohesively, these groups may function more like pseudo-groups, where members work independently rather than collaboratively. A pseudo-group consists of members assigned to work together without a clear purpose or goals. Students may have little interest in helping each other succeed and instead operate as individuals working in parallel. These groups tend to have poorly defined roles, minimal interdependence, and little mutual accountability (Johnson, Johnson, & Holubec, 2013).
Students in pseudo-groups often block or hinder each other’s success. Their interactions disrupt learning, and the group’s efforts fail to benefit anyone. Communication and coordination are poor, leading to confusion and free riding—when some members let others do the work. Another way to describe free riding is “getting something for nothing.” Pseudo-groups typically underperform, demonstrating that the whole is less than the sum of its parts.
Unfortunately, thousands of students work in pseudo-groups daily across most subject areas. These negative learning environments can lead to inappropriate group dynamics, especially if teachers are not actively facilitating and monitoring the groups’ performance.
On the other hand, skilled teachers can establish cooperative learning groups where students thrive and are motivated to maximize their own success and that of their peers. These groups are characterized by positive energy, a continual drive for improvement, and a shared sense of purpose. Members understand that they are working toward specific outcomes, take responsibility for their roles, and support each other in achieving their goals. In a well-functioning cooperative learning group, the whole is greater than the sum of its parts, and the maxim “If one of us fails, we all fail” applies.
Ideally, your children should be interacting in well-functioning cooperative learning groups rather than pseudo-groups. Research consistently shows that cooperative learning is more productive than individual or competitive learning. When groups are structured for cooperation and success, the stories your child brings home from school about their group work will reflect enthusiasm and upbeat tones similar to how they might explain their experiences on a sports team. You might hear cheerful reports about how a group helped a member succeed or how everyone earned a certificate for meeting both academic and social goals. They could also share fun moments they had learned together!
On the other hand, your child might also share negative experiences involving bullying, free riding, or conflicts over roles. These issues can arise in any group setting, including cooperative groups. A common challenge is the presence of a dominant student who tends to control discussions and decision-making, which can overshadow quieter or less assertive group members. These dynamics can stifle collaboration and leave some students feeling disengaged or undervalued. If clear guidelines for cooperative work and conflict resolution are not established when groups are formed, cooperative groups may devolve into pseudo-groups. Allowing negative interactions to unfold unchecked can create stress, disengagement, frustration, and low productivity within the group. Unfortunately, too many teachers have not been sufficiently trained to structure real learning teams. Rather, they create a negative context for students learning in groups.
Considering the widespread use of cooperative learning in schools today, your child is likely participating in an underperforming team or worse—a pseudo group. Here are a few tips for navigating common stressful interactions that may arise, particularly in pseudo-groups.

Encourage Your Child to Talk About Learning Group Experiences
Listen actively to understand what is frustrating or discouraging about the group interactions. Validate their feelings and show empathy.
Help your child reflect on unproductive group dynamics to identify patterns and potential strategies for addressing issues.
Ask if the class has established clear group norms, expectations, and positive methods for recognizing excellent group performance.

Focus on Own Role Responsibilities
Emphasize the importance of fulfilling personal responsibilities, performance, attitude, and contributions. Remind your child to bring their best efforts to the group, even when the group isn’t functioning well, and encourage others to do the same.

Identify Conflict Resolution Skills
Role-play scenarios to help your child practice voicing frustrations or perspectives constructively. Brainstorm strategies for improving communication and de-escalating conflicts.
Remind your child that suggestions for improvement may not always be accepted, but they should remain persistent and find other ways to address problems.
Emphasize that they are learning valuable lessons because collaboration is a critical skill in today’s workforce.
Point out that group learning challenges help build resilience, patience, and adaptability.

Focus on Small Wins
Help your child set achievable, short-term goals within the group, such as completing specific tasks or improving one skill area.
Point out that small successes can build a sense of accomplishment, even when larger group goals seem out of reach.

Share the Importance of Empathy
Explore why some group members may be struggling or disengaged, whether due to lack of experience, confidence, or other factors. Understanding others’ perspectives fosters empathy and reduces frustration.
Encourage your child to approach struggling group members with a supportive attitude, when appropriate.

Explore Bullying Behavior (Thornberg & Delby, 2019)
Ask your child if there was any physical bullying (hitting, kicking, pushing) or damage to someone’s belongings.
Inquire about verbal bullying, such as name-calling, teasing, taunting, or threats.
Ask if anyone was excluded from the group.
Check if anyone is being harassed online or through social media.
Find out how group members are expected to act if they witness bullying.
Verify whether group norms were established at the start, explicitly stating that bullying behavior is unacceptable.

Help Students Know When to Seek Assistance
If significant stress arises within the group, remind your child that they can ask the teacher to facilitate conflict resolution. If you believe your child needs additional support, here are some questions to discuss during a parent-teacher conference.
Seven Key Questions for Parents to Ask Teachers About Cooperative Learning
How have you created a productive, cooperative learning environment that promotes engagement and learning?
How many cooperative learning groups do you have per class, and how many students are assigned to each group?
How are students assigned to groups? Are the assignments designed to support successful peer learning?
Are equal learning groups formed based on achievement, specific learning needs, and behavior to optimize learning opportunities for individuals and the team?
How do you determine if students are achieving their individual and group academic and social performance goals?
How do you facilitate and monitor cooperative learning groups during class?
How do you recognize individual and group excellence in achieving academic and performance goals?

Conclusion
Cooperative learning is an instructional approach in which small groups of students work together to achieve shared learning goals. Well-functioning cooperative groups evolve into real teams in which each student is responsible for their own achievement and helping others on the team to learn. Students promote positive interactions for mutual accountability and team interdependence. This approach emphasizes positive social interaction, shared responsibility, and structured activities requiring collaboration and problem-solving. By promoting interaction and peer support, cooperative learning can build real teams where students improve academic achievement, critical thinking, and social skills (Johnson & Johnson, 2009; Slavin, 2014). As your child progresses through school, their competence in working in real teams will be excellent preparation for the world of work. By staying engaged and supporting cooperative learning with real teams, parents can help their children thrive in these settings and achieve academically. ❦

References
Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom. Teachers College Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Routledge.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the classroom (9th ed.). Interaction Book Company.
Mainzer, K. L., Nunn, J. & Mainzer, R. (2015). Tools for Building 21st Century Co-Teaching Teams, International Journal of Technology and Inclusive Education (IJTIE), Volume 5, Issue 2, ISSN 2046-4568 (Online), http://www.infonomics-society.org/IJTIE

Mainzer, L.H., Mainzer, R.W. (Eds). (2008). Practices and tools for meeting the needs of today’s learners: Journal of Curriculum and Instruction, 2(2), 1-8.

Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785-791. https://doi.org/10.6018/analesps.30.3.201201
Thornberg, R., & Delby, H. (2019). Children’s conceptions of bullying and coping strategies: Bullying in a group-work context. Childhood, 26(3), 340-357.

About the Authors

Lynne Mainzer is an associate professor in the School of Education and deputy director of the Center for Technology in Education. Since 1993, she has provided leadership as a principal investigator, co-principal investigator or director for many of the center’s largest grant-funded projects. As the primary architect of Boundless Learning, she leads the ongoing development, implementation and evaluation of the program in schools nationwide, using JHU’s innovative online PD Quest approach.
Over the past 20 years, she has taught graduate courses for the School of Education related to effective leadership, school reform and change, collaborative learning, special education and technology integration. She was named one of the Top 25 education professors in Maryland in 2013 and received the Excellence in Online Teaching Award (JHU/ISTE) in 2011.
Prior to joining the Center for Technology in Education, she was a special educator in Maryland schools for 13 years, receiving the Outstanding Teacher of the Year award, and was one of the first coordinators of the nationally recognized JHU Success for All program.

Melanie Upright is the Program Administrator for Leadership and Educational Impact for Johns Hopkins University Center for Technology in Education (JHU CTE). She serves as the project lead for Dynamic Impact: Team-Directed Continuous Improvement. In this role, she works with State Departments of Education, Local District Leadership, and School Based Implementation Teams to help them improve implementation of effective practices.
Ms. Upright’s expertise includes inclusive practices, implementation science, and continuous improvement. With 20+ years of experience in the public schools, and 15 years’ experience in the central office in the Office of Special Education with the Charles County Public Schools, Ms. Upright has a breadth of knowledge, experience, and expertise in supporting diverse learners, students with disabilities and English Learners, birth-21 years of age.

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