Running a Dungeons and Dragons Club

As a middle school teacher, I know how important it is to not only help my students learn new content, but also connect with them on a personal level and build meaningful relationships with them. One of the most effective ways I’ve been able to do just that is through a social club where I play Dungeons and Dragons (D&D) with my students.

I had heard a couple of kids in the hallway talking about playing D&D. As an ’80s and ’90s child, I am still amazed that the hobby of nerds is now openly talked about like this. As an avid D&D player, I thought this would be a great way to connect with students in a nonacademic setting. I knew one or two kids played, so I figured that if they could bring their friends around, we could have a small club that engaged in a meaningful, non-screen-based experience. So, when my school asked for volunteers to run clubs, I was quick to jump in with this one.

WHAT IS DUNGEONS AND DRAGONS?

Dungeons and Dragons is an open-ended gaming system. There is no “winning” the game—you simply play until you stop. I like to think of Dungeons and Dragons as a movie: The game master is the director. The players are the actors. Together you are cowriting a story.

The game master creates the framework of the story, but players decide what happens together. You can purchase in-depth premade games with fantastic storylines like “Stormwreck Isle,” which offers a series of adventures for beginner players. A great place to start is D&D Beyond, which offers free pre-generated characters and encounters.

Additionally, you can turn to AI for support with creating storylines if you want to generate you own. Here’s an AI prompt you can use to get started:

“I am running a weekly Dungeons and Dragons game. We will have five players ages 11–13. The game has to finish in under 45 minutes. I want to run an episodic game where kids can come in and out each week without disruption. I want each episode to allow a particular character to shine based on the character’s strengths, but the other players need to be supporting. The ‘star’ of the show will change each week. Create a set of characters my students can choose from to play, and generate character sheets for each one.”

You can continually return to AI to add more details about the characters or the setting you want to lean into as students progress through the game.

WHAT DO YOU NEED TO PLAY?

You will need two things in order to play the game: a dice set for each player and character sheets. The set of dice is specific to the game, so I recommend that you purchase a few sets online to get started and ensure that you have enough for everyone to play. Character sheets include all the relevant information about each character in the game: their strengths, their equipment, etc. You can download free premade character sheets or use AI to generate your own. I recommend creating a set of character sheets for students to choose from when they play so that you can jump right into playing instead of the setup.

I also recommend reviewing the basic rules of the game before you get started. But the rules are just suggestions—consistency and fun are the priorities of the game.

SETTING UP A DUNGEONS AND DRAGONS CLUB

I host my weekly D&D club during lunch every Tuesday. This gives me and my students 40 minutes to play the game. I recommend aiming for a time slot for the game of at least 30 minutes if possible. I have students sign up to join the game, and most students hear about it from other players. I allow a maximum of five students to play at a time, as it becomes difficult for kids to focus and difficult for them to get a chance to shine in the game with more than five players. Depending on your setting and your students, you may adjust that number.

Students enter the room, take a seat around a table, and collect their materials: dice sets and character sheets. Students who are returning players know which character they want, but newer players may need some help deciding what character to choose. Once everyone has their character, the game can begin. I start by reading out the scenario for the day, and then we are off.

Students navigate the challenges, work together, and celebrate their success until we run out of time. I remind students to leave all materials behind so nothing gets lost, and tell them I will see them again for the game next week.

THE POSITIVE IMPACT ON STUDENTS

By playing D&D, my students are practicing many face-to-face skills that they haven’t had the opportunity to develop because so much of their interactions are mediated by digital technology: saying hello, making eye contact, asking people what they want, compromising and cooperating for mutual benefit. These are skills that kids are able to practice over the course of a long-term game.

I have seen a tremendous amount of personal growth in the kids who play. When we first began playing, the students didn’t even say hello to me—they just immediately began to talk about what they wanted to do in the game. They would constantly play with the dice and roll them as I was talking or interrupt when I was dealing with one of their peers. Now they pay attention, wait for their turn, and directly communicate with each other in the game as they make plans.

They light up when they pull off something daring or clever. They brag about their characters’ triumphs the same way kids brag about hitting a three-pointer or acing a test. That energy spills out into their interaction throughout the day.

For any educator looking to help students reconnect with each other, build confidence, or just remember what it feels like to create something together, a weekly D&D club is a surprisingly powerful tool. If you’ve never played before, don’t worry. It doesn’t take much to start, and once the kids get into it, they do most of the creative heavy lifting with pleasure.