Can social skills training be included in an ADHD IEP?

PostedSeptember 28, 2025

UpdatedSeptember 28, 2025

ByMy Patient Advice

Author: Avery Lombardi, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Yes. ADHD social skills training is a common and highly effective component of Individualised Education Programmes (IEPs), especially when a student’s attention, impulsivity, or emotional regulation affects how they interact with peers. These challenges can impact friendships, group work, and overall classroom dynamics, making targeted social support a critical piece of their education plan.

By including structured lessons or support sessions in the IEP, schools can help students build real-life tools for managing relationships, reading social cues, and navigating conflict.

How Social Skills Support Works in an IEP

Here’s how schools provide peer interaction support, behavioural coaching, and emotional development:

Small-group instruction

Sessions may focus on turn-taking, listening, understanding others’ feelings, or handling teasing or frustration.

Role-play and modelling

Practising common social scenarios helps students recognise patterns and build confidence in their responses.

Peer buddy systems

Assigning a supportive peer can reduce anxiety during group work or transitions while building friendship skills.

Counselling or therapy sessions

Provided by school counsellors or psychologists, these sessions support emotional awareness and impulse control.

Social goals in the IEP

For example: “The student will engage in a positive peer interaction (e.g. greeting, sharing, asking a question) at least once per day with teacher prompting.”

In conclusion, ADHD social skills training can build lasting confidence and meaningful connections. Supporting the social side of learning is just as important as the academic and it all starts with the right plan.

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Classroom accommodations for ADHD.

Avery Lombardi, MSc

Author

Avery Lombardi is a clinical psychologist with a Master’s in Clinical Psychology and a Bachelor’s in Psychology. She has professional experience in psychological assessment, evidence-based therapy, and research, working with both child and adult populations. Avery has provided clinical services in hospital, educational, and community settings, delivering interventions such as CBT, DBT, and tailored treatment plans for conditions including anxiety, depression, and developmental disorders. She has also contributed to research on self-stigma, self-esteem, and medication adherence in psychotic patients, and has created educational content on ADHD, treatment options, and daily coping strategies.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.