Empowering neurodivergent students in management education with gradual release of responsibility

In the changing world of management education there is an increasing need to adapt teaching methods to meet the necessities of diverse learners, particularly in light of the increasing prevalence of neurodiversity challenges among university students. Using a conceptual theory adaptation framework, we examine the integration of the Gradual Release of Responsibility (GRR) model into three key teaching methods in management education: traditional lectures, the case method, and business simulations. We argue that GRR techniques provide a scalable way to meet different levels of student preparedness by systematically reducing instructor intervention as student competence grows. To this end, relevant literature is reviewed, existing theories are examined, and several popular management teaching methods are evaluated using our conceptual lens augmented by the authors’ professional experience. Our findings support the effectiveness of integrating GRR in management education for all students by offering a robust model for implementation. We recommend a blend of active learning strategies, including engaging discussion starters, instructional support software, real-world modeling examples, and application-based activities such as interactive assignments and group simulations. Our paper provides practical insights and actionable recommendations for improving academic performance, increasing retention rates, and reducing time to degree completion for neurodivergent and all students. •GRR Model Enhances Management Education.•Active Learning Boosts Neurodiverse Student Success.•New Framework for Diverse Learner Needs.•Practical Strategies for Academic Performance Improvement.•Integrating GRR in Management Teaching Methods.