This paper examines challenges in student groupwork, emphasizing the impact of collaborative learning dynamics on outcomes. Addressing uneven participation and unintentional exclusion, it explores nuanced aspects of perceived student status, revealing its role in perpetuating disparities. Understanding collaborative learning intricacies is vital for educators implementing strategies to support effectiveness. The study emphasizes the task of managing group dynamics and the need to address challenges aligned with educational standards like NGSS Science and Engineering Practices. To disrupt status perceptions, the paper advocates for randomized grouping and a reevaluation of roles through randomization. Actionable norms are proposed to encourage collaboration, while the multiple abilities treatment urges a broader view of how to define “smart”. The concept of "groupworthy" tasks stresses inclusive, intellectually challenging curriculum. The paper concludes that recognizing and addressing perceived status empowers teachers to make practical changes, fostering an inclusive learning environment. The strategies presented are flexible tools for educators to incrementally impact student status and collaboration.