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Living with diabetes requires continuous attention, education, and support. While individual consultations with healthcare providers remain important, group education sessions have emerged as a powerful and evidence-based approach to diabetes management. These collaborative learning environments bring together individuals facing similar health challenges, creating opportunities for shared experiences, mutual support, and comprehensive education that can transform how patients manage their condition.
What Are Group Education Sessions for Diabetes?
Group education sessions, formally known as Diabetes Self-Management Education and Support (DSMES) programs, provide participants with the knowledge, skills and support to manage diabetes, delivered by diabetes care and education specialists such as registered nurses, registered dietitians, pharmacists and others who have specialized in diabetes. These structured programs are designed to empower people with diabetes to take control of their health through informed decision-making and effective self-care practices.
A group can be defined as a gathering or assembly of people with a common interest, such as diabetes self-management, with the number of attendees varying from 2 to 20, though some lecture-style classes may accommodate even more participants. The size often depends on the topic being covered, the delivery method, instructor preference, and reimbursement requirements from insurance providers.
Diabetes care and support is offered through DSMES programs that can be found in hospital outpatient centers, clinics, physicians’ offices, pharmacies and wellness centers, with many programs accredited by ADCES, which means the program has met rigorous criteria set by the U.S. Department of Health & Human Services. This accreditation ensures that participants receive high-quality, evidence-based education that aligns with national standards.
According to recent data, the most common method of delivering DSMES was individual face-to-face education at 86%, followed by telehealth or video sessions at 50% and group face-to-face engagement at 42%. This demonstrates that while individual education remains prevalent, group sessions continue to play a significant role in diabetes education delivery.
The Evidence-Based Benefits of Group Diabetes Education
Improved Clinical Outcomes and Glycemic Control
One of the most compelling reasons to participate in group diabetes education is the documented improvement in clinical outcomes. Participating in DSMES is linked to positive changes in health behaviors and improved diabetes-related outcomes, including improved hemoglobin A1C levels and improved management of blood pressure and cholesterol levels.
Research comparing group versus individual education formats has shown promising results. A randomized controlled trial compared the effectiveness of delivering diabetes education in a group versus an individual setting, finding glycemic control improved in both groups, with a slightly more marked reduction in the group setting with a between-group difference in hemoglobin A1c of 0.8%. This study demonstrates that group sessions can be just as effective, if not more so, than individual consultations for certain patients.
Studies show that group education is effective, particularly when programs incorporate behavioral and psychosocial strategies. The collaborative nature of group learning allows participants to witness real-world examples of successful diabetes management, which can reinforce their own understanding and motivation.
Comprehensive Health Improvements Beyond Blood Sugar
The benefits of group diabetes education extend far beyond glycemic control. Participating in DSMES is linked to positive changes in health behaviors and improved diabetes-related outcomes including higher rates of medication adherence, fewer or less-severe diabetes-related complications, healthier lifestyle behaviors such as better nutrition and increased physical activity, and enhanced self-confidence to manage diabetes.
Both group and individual interventions showed improvements in body weight, psychosocial adjustment, attitude towards diabetes, and mental health, supporting the conclusion that group sessions provide holistic benefits that address the multifaceted challenges of living with diabetes.
The psychosocial benefits are particularly noteworthy. Psychosocial benefits include improvements to quality of life, self-efficacy, empowerment, healthy coping, knowledge, self-care behaviors, and reductions in diabetes distress. These improvements in mental and emotional well-being are critical, as diabetes management is as much a psychological challenge as it is a physical one.
Cost-Effectiveness and Healthcare System Benefits
From a healthcare economics perspective, group diabetes education sessions offer significant advantages. DSMES is cost-effective by reducing emergency department visits, hospital admissions, and hospital readmissions. This reduction in acute care utilization translates to substantial savings for both healthcare systems and patients.
Research shows that those who participate in diabetes education are more likely to use best practices and have lower health care costs, and even though outpatient and pharmacy costs are higher for those who use diabetes education, these costs are offset by lower acute care costs. This demonstrates that the investment in education pays dividends through prevention of costly complications and hospitalizations.
Studies also confirm the cost-effectiveness of participation in DSMES services through reduced hospital admissions and readmissions. Given the rising costs of diabetes care, which accounts for a significant portion of healthcare spending, group education sessions represent a smart investment in both individual and population health.
Peer Support and Reduced Isolation
One of the unique advantages of group education sessions is the opportunity for peer support and connection. Living with diabetes can feel isolating, particularly for newly diagnosed individuals who may not know others facing similar challenges. Group sessions create a supportive community where participants can share their experiences, challenges, and successes.
The power of peer support cannot be overstated. When participants hear from others who have successfully implemented lifestyle changes, managed difficult situations, or overcome barriers to medication adherence, it provides both inspiration and practical strategies. This shared learning environment helps reduce feelings of isolation and normalizes the daily challenges of diabetes management.
Group dynamics also facilitate problem-solving in ways that individual sessions cannot. Participants often bring up questions or concerns that others hadn’t considered, leading to richer discussions and more comprehensive learning. The diversity of experiences within a group means that participants benefit not only from the educator’s expertise but also from the collective wisdom of their peers.
Enhanced Learning Through Interactive Discussions
The interactive nature of group education sessions creates a dynamic learning environment that can be more engaging than one-on-one consultations. Participants have the opportunity to ask questions, share concerns, and learn from the questions others ask. This interactive format helps reinforce key concepts and allows for real-time clarification of misunderstandings.
Programs incorporating behavioral and psychosocial strategies demonstrate improved outcomes. Group settings are particularly well-suited for these types of interventions, as they allow for role-playing, group problem-solving exercises, and behavioral goal-setting activities that benefit from peer interaction and support.
The group format also allows educators to address common misconceptions and barriers that affect multiple participants simultaneously, making efficient use of both the educator’s time and participants’ time. When one person asks a question, everyone in the group benefits from the answer, creating a multiplier effect for learning.
How Group Diabetes Education Sessions Work
Program Structure and Format
Group diabetes education sessions follow a structured format designed to cover essential topics while allowing for flexibility based on participant needs. DSME will be provided by one or more instructors who have recent educational and experiential preparation in education and diabetes management or are certified diabetes educators, and at least one of the instructors will be a registered nurse, dietitian, or pharmacist.
Programs typically include a combination of educational components such as presentations, group discussions, hands-on demonstrations, and practical skill-building activities. The curriculum is designed to be comprehensive yet accessible, covering topics that are essential for effective diabetes self-management.
Medicare Part B beneficiaries with diabetes are eligible for 10 hours of diabetes education over the course of a year with a referral from their physician, nurse practitioner, clinical nurse specialist, or physician assistant, and are then eligible to receive 2 hours of additional diabetes education in each subsequent year. This coverage structure reflects the recognition that diabetes education is an ongoing process, not a one-time event.
Core Curriculum Topics
Comprehensive group diabetes education programs cover a wide range of topics essential for effective self-management. These typically include:
- Understanding Diabetes: The pathophysiology of diabetes, types of diabetes, and how the condition affects the body
- Nutrition and Meal Planning: Carbohydrate counting, portion control, reading food labels, and creating balanced meals
- Physical Activity: The role of exercise in blood sugar control, safe exercise practices, and overcoming barriers to physical activity
- Medication Management: Understanding different types of diabetes medications, proper administration techniques, and managing side effects
- Blood Glucose Monitoring: How to check blood sugar, interpreting results, and using data to make informed decisions
- Problem-Solving: Identifying and addressing barriers to diabetes management, sick day management, and preventing complications
- Healthy Coping: Managing diabetes distress, stress management techniques, and maintaining motivation
- Reducing Risks: Preventing complications through proper foot care, eye care, and cardiovascular health management
These topics align with evidence-based frameworks for diabetes education and are designed to provide participants with a comprehensive foundation for self-management.
Delivery Methods and Settings
Group diabetes education can be delivered in various formats to accommodate different needs and preferences. Traditional in-person sessions remain popular, but the landscape has evolved significantly in recent years. With the advent of COVID-19 and stay-at-home guidelines, DSMES programs typically delivered in small group, in-person formats were redesigned into virtual formats to maintain availability and accessibility.
Virtual and hybrid formats have expanded access to diabetes education, particularly for individuals in rural areas or those with transportation challenges. Video conferencing platforms allow participants to join from home while still benefiting from group interaction and peer support. Some programs have successfully integrated mobile applications, online learning modules, and telehealth consultations to create comprehensive digital DSMES programs.
Office-based health care teams without in-house resources can partner with local diabetes care and education specialists within their community to explore opportunities to reach people with diabetes. This collaborative approach helps ensure that patients have access to quality education regardless of where they receive their primary care.
Session Frequency and Duration
The frequency and duration of group education sessions vary depending on the program design and participant needs. Some programs offer intensive multi-week courses with weekly sessions, while others provide monthly ongoing support groups. Initial education programs typically involve multiple sessions over several weeks to cover core content comprehensively.
Ongoing support is critical to sustain progress made by participants during the DSME program. This recognition has led many programs to incorporate follow-up sessions, refresher courses, and ongoing support groups to help participants maintain their self-management behaviors over time.
The duration of individual sessions typically ranges from 60 to 90 minutes, allowing sufficient time for content delivery, discussion, and questions without overwhelming participants. This timeframe balances the need for comprehensive education with practical considerations of participant attention span and scheduling constraints.
Who Should Participate in Group Diabetes Education?
Critical Times for Diabetes Education
The report outlines four key times when health systems and providers should facilitate participation in DSMES: at diagnosis, annually and/or when not meeting treatment target, when complicating factors develop, and when transitions in life and care occur. These critical junctures represent opportunities for education to have maximum impact on health outcomes.
At diagnosis, newly diagnosed individuals often feel overwhelmed and uncertain about how to manage their condition. Group education sessions provide a structured introduction to diabetes management while connecting them with others who understand their experience. This early intervention can set the foundation for successful long-term management.
Annual participation or when treatment targets aren’t being met allows for refresher education, introduction to new management strategies, and renewed motivation. Diabetes management evolves over time, and periodic education helps patients stay current with best practices and adjust their approach as needed.
When complicating factors develop—such as new health conditions, changes in medication regimens, or the onset of complications—additional education becomes crucial. Group sessions can help participants navigate these transitions and learn from others who have faced similar challenges.
Populations That Benefit Most
While group diabetes education can benefit anyone with diabetes, certain populations may find particular value in this format. Newly diagnosed individuals often appreciate the peer support and comprehensive introduction to diabetes management that group sessions provide. Those struggling with motivation or adherence may find renewed commitment through the accountability and encouragement of group participation.
Culturally and age-appropriate programs improve outcomes. Programs designed for specific populations—such as older adults, specific ethnic communities, or individuals with particular types of diabetes—can address unique needs and cultural considerations that enhance relevance and effectiveness.
Individuals who prefer collaborative learning environments and value social interaction often thrive in group settings. Those who feel isolated in their diabetes journey or lack support from family and friends may find the peer connections particularly valuable. Additionally, people who benefit from hearing diverse perspectives and learning from others’ experiences often prefer group education to individual consultations.
Considerations for Individual Versus Group Education
While group education offers many benefits, it’s important to recognize that it may not be the best fit for everyone in all situations. A distinction must be made between program delivery format and the intervention’s degree of individualization, as education delivered in a group format can vary in the degree to which individual needs are incorporated, and a group educational session could involve tools for an individual needs assessment followed by the development of an individualized program.
Some individuals may have complex medical situations that require highly individualized attention, or they may have privacy concerns that make them uncomfortable sharing in a group setting. Others may have scheduling constraints that make attending regular group sessions difficult. In these cases, individual education or a combination of individual and group sessions may be more appropriate.
The good news is that group and individual education are not mutually exclusive. Many successful diabetes education programs incorporate both formats, using group sessions for core content and peer support while providing individual consultations for personalized problem-solving and goal-setting. This hybrid approach allows participants to benefit from both the efficiency and social support of group learning and the customization of individual attention.
Overcoming Barriers to Participation
Access and Availability Challenges
Despite the proven benefits of diabetes education, participation rates remain disappointingly low. Despite the evidence, use of DSMES services is low, with less than 5% of Medicare beneficiaries with diabetes and 6.8% of privately insured people with diabetes having participated in DSMES within the first year of diagnosis. This gap between evidence and practice represents a significant missed opportunity for improving diabetes outcomes.
Access challenges contribute significantly to low participation rates. In 2020, a total of 2,158 sites were delivering DSMES services across the United States, and every year nearly 1 million people with diabetes receive DSMES services, however, although ADA-recognized or ADCES-accredited DSMES programs are offered in 56% of counties across the United States, 62% of rural counties do not have a DSMES service. This geographic disparity means that many individuals, particularly those in rural areas, face significant barriers to accessing quality diabetes education.
Transportation challenges, work schedules, childcare responsibilities, and distance to education sites all contribute to access barriers. Virtual and telehealth options have helped address some of these challenges, but digital literacy and internet access can create new barriers for some populations.
Awareness and Referral Gaps
Many people with diabetes are simply unaware that diabetes education programs exist or that they may be covered by their insurance. Healthcare providers play a crucial role in referring patients to education programs, but referral rates remain suboptimal. Some providers may not be aware of local resources, while others may not prioritize education referrals in busy clinical encounters.
To reduce barriers to referral and access to DSMES, health payers, systems and care teams should expand awareness of innovative and nontraditional DSMES services, like those within patient-centered medical homes, community health centers, pharmacies, accountable care organizations, faith-based organizations and homes of people with diabetes. Expanding the settings where education is offered can help reach more individuals where they already access care or gather for other purposes.
Financial and Insurance Considerations
Organizations offering DSMES can apply for recognition by the American Diabetes Association or accreditation by the Association of Diabetes Care & Education Specialists, making them eligible for reimbursement by Medicare, many private health plans, and some state Medicaid agencies, though covered benefits for DSMES services vary by insurer. Understanding insurance coverage and navigating reimbursement can be complex for both providers and patients.
Some individuals may face out-of-pocket costs for diabetes education, which can be a barrier to participation. However, when considering the long-term cost savings from improved diabetes management and reduced complications, diabetes education represents a valuable investment in health. Many programs offer sliding scale fees or financial assistance for those who qualify.
Healthcare systems and payers increasingly recognize the value proposition of diabetes education. The cost-effectiveness data supporting DSMES has led to expanded coverage in many insurance plans, though gaps remain. Advocacy efforts continue to work toward universal coverage and access to diabetes education as a standard component of diabetes care.
Maximizing the Benefits of Group Education Sessions
Active Participation and Engagement
To get the most out of group diabetes education sessions, active participation is essential. Meeting with a diabetes care and education specialist is a great first step, but effective diabetes education is a process and takes time, so it’s important to attend all your DSMES appointments, and if you need to miss an appointment, be sure to reschedule.
Come prepared with questions and concerns you want to address. Don’t hesitate to share your experiences and challenges—your contributions may help others in the group who face similar situations. Take notes during sessions to help remember key points and strategies you want to implement.
Engage with other participants during breaks or before and after sessions. These informal connections can lead to lasting support relationships that extend beyond the formal program. Consider exchanging contact information with participants who you connect with, if the program allows, to continue supporting each other’s diabetes management journey.
Setting and Achieving Personal Goals
Behavioral goal-setting is an effective strategy to support self-management behaviors. Group education sessions typically incorporate goal-setting activities, but the real work happens between sessions as you implement what you’ve learned.
Start with small, achievable goals rather than trying to overhaul your entire lifestyle at once. Focus on one or two specific behaviors you want to change, such as checking your blood sugar at specific times each day or adding a 15-minute walk after dinner. Share your goals with the group for accountability and support.
Track your progress and celebrate successes, no matter how small. When you encounter obstacles, bring them to the group for problem-solving. Often, other participants or the educator can offer strategies you hadn’t considered. Remember that setbacks are a normal part of behavior change—what matters is getting back on track.
Integrating Learning with Medical Care
Remember to discuss what you’ve learned with the medical provider who referred you to the diabetes care and education specialist, as they may be able to contribute helpful ideas, because managing diabetes is a team effort. Your healthcare team works best when all members are informed and coordinated.
Bring information from your education sessions to your medical appointments. Share the goals you’re working on and any challenges you’re facing. Your healthcare provider can adjust your treatment plan based on what you’re learning and implementing from your education program.
Keep your diabetes care and education specialist informed about changes in your medical treatment, new medications, or health concerns. This two-way communication ensures that your education remains relevant and aligned with your current health status and treatment plan.
Continuing Education and Ongoing Support
Diabetes management is a lifelong journey, and education shouldn’t stop after completing an initial program. Many diabetes education programs offer ongoing support groups, refresher courses, or advanced sessions on specific topics. Take advantage of these opportunities to continue learning and stay connected with your peer support network.
Stay informed about new developments in diabetes management, including new medications, technologies, and research findings. Your diabetes care and education specialist can help you understand how new options might apply to your situation. Consider attending diabetes conferences, workshops, or webinars offered by organizations like the American Diabetes Association or the Association of Diabetes Care & Education Specialists.
Maintain connections with participants from your group education sessions. Consider forming an informal support group that continues to meet after the formal program ends. These ongoing peer connections can provide sustained motivation and support for long-term diabetes management.
The Future of Group Diabetes Education
Technology Integration and Digital Platforms
The landscape of diabetes education continues to evolve with technological advances. A digitally delivered DSMES program, integrated with group education, app-based learning, health coaching, and peer counseling, significantly improved glycemic control over 12 weeks. These hybrid approaches combine the benefits of group interaction with the convenience and accessibility of digital tools.
Mobile applications, wearable devices, and continuous glucose monitors generate data that can be incorporated into group education sessions, allowing for more personalized discussions while maintaining the group format. Virtual reality and gamification elements are being explored as ways to make diabetes education more engaging and interactive.
Online communities and social media platforms provide opportunities for ongoing peer support between formal education sessions. While these digital connections don’t replace structured education programs, they can complement them by providing continuous access to peer support and information sharing.
Personalization Within Group Settings
Future group education programs are likely to incorporate more personalization while maintaining the benefits of group learning. Adaptive learning technologies can help tailor content to individual knowledge levels and learning styles within a group format. Breakout sessions for specific subgroups based on type of diabetes, treatment regimen, or specific challenges can provide more targeted education while preserving the group dynamic.
The content needs to be adapted to older persons according to their culture, different degrees of health literacy, preference of education, preference of setting, degree of frailty and independence, and comorbidities. This principle applies to all populations—effective group education must balance standardized core content with flexibility to address diverse participant needs.
Expanding Access and Reducing Disparities
Efforts to expand access to group diabetes education continue to evolve. Telehealth options have proven effective in reaching rural and underserved populations, and this expansion is likely to continue. Community-based programs in non-traditional settings such as faith communities, workplaces, and community centers can help reach populations who might not access hospital-based programs.
Culturally tailored programs that address the specific needs, beliefs, and preferences of diverse communities are increasingly recognized as essential for effective diabetes education. Programs offered in multiple languages, led by educators from the communities they serve, and incorporating culturally relevant examples and food traditions can improve engagement and outcomes.
Policy efforts to expand insurance coverage for diabetes education and reduce financial barriers continue to advance. Advocacy for universal access to diabetes education as a standard component of diabetes care could significantly increase participation rates and improve population health outcomes.
Implementing Group Education in Healthcare Settings
For Healthcare Providers and Systems
Healthcare providers and systems play a crucial role in connecting patients with group diabetes education. Evidence supports that better health outcomes are associated with an increased amount of time spent with a diabetes care and education specialist. Making referrals to quality education programs should be a standard part of diabetes care.
Develop systematic referral processes that ensure all patients with diabetes are offered education at appropriate times. Integrate education referrals into electronic health records with prompts at key times such as diagnosis, when A1C targets aren’t met, or when treatment changes occur. Track referral and participation rates as quality metrics to ensure patients are accessing this valuable resource.
For healthcare systems considering implementing group education programs, documentation of the organizational structure, mission statement, and goals can lead to efficient and effective provision of DSME, and documentation of an organizational structure that delineates channels of communication and represents institutional commitment to the educational entity is critical for success.
Quality Standards and Accreditation
DSMES programs are typically accredited by the Association of Diabetes Care & Education Specialists or recognized by the American Diabetes Association, which improves patient care and alignment with national standards for achieving population health goals. Pursuing accreditation or recognition ensures that programs meet evidence-based standards and are eligible for insurance reimbursement.
Quality diabetes education programs incorporate regular evaluation and continuous improvement processes. Collect data on participant outcomes, satisfaction, and barriers to participation. Use this information to refine program content, format, and delivery to better meet participant needs and improve outcomes.
Ensure that educators receive ongoing professional development to stay current with advances in diabetes management and education techniques. Support educators in obtaining and maintaining relevant certifications such as the Certified Diabetes Care and Education Specialist (CDCES) credential.
Building Sustainable Programs
Sustainable group education programs require adequate resources, institutional support, and viable reimbursement models. Develop business plans that demonstrate the value proposition of diabetes education, including cost savings from reduced hospitalizations and improved outcomes. Seek diverse funding sources including insurance reimbursement, grants, and institutional support.
Build partnerships with community organizations, employers, and other stakeholders to expand reach and share resources. Collaborative approaches can help programs achieve economies of scale and reach populations that might not access traditional healthcare settings.
Market education programs effectively to both healthcare providers and potential participants. Many people with diabetes don’t know that education programs exist or what benefits they offer. Clear communication about program availability, benefits, and how to access services is essential for increasing participation.
Real-World Success Stories and Evidence
The evidence supporting group diabetes education continues to grow, with programs around the world demonstrating positive outcomes. A DSMES program in Texas reported statistically significant reductions in A1c levels at 3 months that were sustained at 6-, 9- and 12-month follow-up assessments. This sustained improvement demonstrates that the benefits of group education extend well beyond the program period.
Programs that successfully integrate multiple components—education, behavioral support, peer interaction, and ongoing follow-up—tend to achieve the best outcomes. The synergy between these elements creates a comprehensive support system that addresses the multifaceted challenges of diabetes management.
Participants in successful programs often report not only improved clinical outcomes but also increased confidence in their ability to manage diabetes, reduced diabetes-related distress, and improved quality of life. These psychosocial benefits are just as important as clinical improvements, as they contribute to sustained engagement in self-care behaviors.
The collective experience of thousands of group education programs demonstrates that this approach works across diverse populations, settings, and delivery formats. While individual programs may vary in their specific design, the core principles of peer support, comprehensive education, and behavioral strategies consistently produce positive results.
Taking Action: Getting Started with Group Education
For Individuals with Diabetes
If you have diabetes and haven’t participated in a group education program, now is an excellent time to start. Talk to your healthcare provider about referral to a diabetes education program. Ask about programs in your area, whether they offer group sessions, and what your insurance covers.
You can also search for accredited programs through the ADCES program locator or the ADA education program finder. These tools allow you to search by location and identify quality programs near you.
If in-person programs aren’t accessible due to location or scheduling constraints, ask about virtual options. Many programs now offer telehealth group sessions that provide the same benefits as in-person sessions with added convenience and accessibility.
Don’t let concerns about cost prevent you from seeking education. Many programs offer financial assistance, and the long-term savings from better diabetes management far outweigh the cost of education. Contact programs directly to discuss payment options and insurance coverage.
For Healthcare Providers
Make diabetes education referral a standard part of your practice. Identify quality programs in your area and establish referral relationships. Provide patients with specific information about how to access programs rather than general recommendations to “get diabetes education.”
Follow up with patients about their education participation. Ask what they learned, what goals they’re working on, and how you can support their self-management efforts. This reinforcement helps patients see education as an integral part of their care rather than an optional add-on.
If your practice or health system doesn’t have in-house diabetes education, consider developing a program or partnering with existing programs in your community. The investment in education pays dividends through improved patient outcomes and reduced healthcare costs.
For Healthcare Systems and Payers
Invest in diabetes education as a core component of diabetes care. The evidence for cost-effectiveness and improved outcomes is compelling. Develop or expand group education programs, ensure adequate reimbursement for education services, and track participation and outcomes as quality metrics.
Remove barriers to participation by offering flexible scheduling, multiple locations, virtual options, and addressing transportation and childcare needs. Make education accessible to all patients with diabetes, particularly those in underserved communities who face the greatest barriers.
Support innovation in education delivery, including technology-enabled programs, community-based initiatives, and culturally tailored approaches. The future of diabetes education lies in meeting people where they are with programs that fit their needs, preferences, and circumstances.
Conclusion: The Power of Learning Together
Group education sessions represent a powerful, evidence-based approach to diabetes management that addresses both the clinical and psychosocial aspects of living with this chronic condition. These improvements clearly affirm the importance and benefits of utilizing DSMES and justify efforts to facilitate participation as a necessary part of quality diabetes care.
The benefits of group diabetes education extend far beyond improved blood sugar control. Participants gain knowledge, skills, confidence, and connections that support lifelong diabetes management. The peer support and shared learning that occur in group settings create a unique environment where individuals feel less alone in their journey and more empowered to take control of their health.
Despite the strong evidence supporting group diabetes education, too few people with diabetes access these valuable services. Closing this gap requires action from multiple stakeholders—healthcare providers must make referrals, healthcare systems must offer accessible programs, payers must provide adequate coverage, and individuals with diabetes must take advantage of available resources.
Structured patient education is a critical component of diabetes management, with the potential to reduce its physical, social, and economic burden. Group education sessions offer an efficient, effective, and engaging way to deliver this essential component of care.
For individuals living with diabetes, participating in group education sessions can be transformative. The combination of expert guidance, peer support, practical skills, and ongoing encouragement creates a foundation for successful long-term diabetes management. The investment of time in education pays dividends through better health outcomes, improved quality of life, and reduced risk of complications.
For healthcare systems and providers, incorporating group education into diabetes care represents a commitment to comprehensive, patient-centered care that addresses the full spectrum of patient needs. The evidence is clear: diabetes education works, and group formats offer unique advantages that enhance both effectiveness and efficiency.
As we look to the future, continued innovation in education delivery, expanded access to underserved populations, and integration of technology will further enhance the reach and impact of group diabetes education. However, the core principles remain constant: people with diabetes benefit from learning together, supporting each other, and developing the knowledge and skills needed to manage their condition effectively.
Whether you’re newly diagnosed or have been living with diabetes for years, whether you’re a healthcare provider or a health system administrator, there’s a role for you in expanding access to and participation in group diabetes education. Together, we can ensure that all people with diabetes have the education, support, and resources they need to live healthy, fulfilling lives while effectively managing their condition.
The journey of diabetes management is challenging, but no one has to walk it alone. Group education sessions provide a path forward—one where knowledge is shared, experiences are validated, challenges are overcome together, and success is celebrated collectively. This is the power of learning together, and it’s a resource that every person with diabetes deserves to access.