How are social skills goals incorporated into IEPs for students with Autism? 

Developing social skills goals for autistic students within an Individual Education Plan (IEP) is one of the most meaningful ways schools can support inclusion, confidence, and communication. According to the SEND Code of Practice (Department for Education, updated 2024), IEPs must take a graduated approach, setting specific, measurable goals that promote participation and wellbeing, not just academic progress. 

Why social skills matter in IEPs 

Many autistic pupils experience differences in understanding social cues, managing group interaction, or interpreting emotions. The NICE NG170 guideline (Autism in under 19s: support and management, reviewed 2025) recommends structured, evidence-based social communication interventions, including therapist-modelling, peer-mediated learning, and small-group sessions. 
These approaches help students practise recognising emotions, sharing attention, and building conversational reciprocity in supportive, low-stress settings. 

Embedding social learning across the curriculum 

The Autism Education Trust (AET) Framework (2024) guides teachers to integrate social goals throughout daily learning, rather than treating them as standalone therapy sessions. For example, group work can become a safe opportunity to practise turn-taking or collaboration. 
AET suggests that effective IEP goals are built around four themes: understanding the individual pupil, building relationships, enabling supportive environments, and embedding social learning into the curriculum. 

The National Autistic Society adds that IEPs should develop emotional literacy and self-awareness, often using social stories, peer mentoring, and visual supports to reinforce skills. 

Evidence-based approaches in practice 

Recent research supports this inclusive, structured approach. 
A 2023 study in Frontiers in Psychology found that group-based social skills training improved peer interaction and emotional understanding among autistic adolescents. Similarly, a 2025 study in Frontiers in Child and Adolescent Psychiatry showed that involving pupils in setting their own social goals, a self-advocacy approach, led to greater engagement and confidence. 

Practical IEP goals might include: 

• Social understanding: “Will identify peers’ emotions in stories three times per week.” 

• Peer interaction: “Will participate in one shared group activity weekly with minimal adult prompting.” 

• Emotional literacy: “Will use a visual emotion scale to describe mood daily.” 

These measurable targets connect classroom learning with broader life skills. 

When to seek extra guidance 

If parents or teachers want a clearer understanding of a student’s social profile, independent assessment can help complement school planning. 
Autism Detect, rated “Good” by the Care Quality Commission (CQC), provides private autism evaluations for children and adults across the UK. Their clinicians follow NICE-aligned standards and help families interpret diagnostic insights to inform IEP goals and home support strategies. 

Takeaway 

According to the DfE, NICE, and AET, social skills goals are not “extras” in an IEP; they are core to meaningful inclusion. When teachers, therapists, and families co-create SMART social targets focused on communication, emotional literacy, and peer connection, autistic students are better equipped to thrive both in school and beyond.