Teamwork, understood from a socio-emotional perspective, is much more than dividing tasks; it is an exercise in cooperation, active listening, and appreciation of the diversity of roles. It is a direct driver of inclusion because it forces adolescents to interact and depend on their peers to achieve a common goal.
For at-risk youth, teamwork offers a defined role and responsibility, which combats feelings of invisibility or uselessness. Group dynamics teach positive interdependence, where individual success is in ly intertwined with collective achievement. This promotes empathy (“I need to understand you so we can win”) and emotional regulation (“I must manage my frustration so as not to harm the team”).
The project uses teamwork to demonstrate that individual differences are, in fact, valuable assets. The introverted teenager may be the best at organising data, while the more extroverted one takes care of communication. By valuing each person’s contributions, social bonds are strengthened and a shared sense of belonging and co-responsibility is created, which is essential for lasting inclusion in society.
Reference: Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn and Bacon.