Bridging Differences to Promote Middle School Friendships

Middle school represents a pivotal stage of early adolescence, when peer relationships begin to play a defining role in students’ confidence and motivation. During this period of rapid social change, peer acceptance often becomes a key influence on how students see themselves and engage with school. Yet neurodiverse adolescents often experience social isolation, have fewer reciprocal friendships, and develop a weaker sense of belonging in school environments (Tsou et al., 2024).

Research across inclusive settings highlights that peer-mediated and peer-support models effectively enhance social communication and participation among students with diverse learning and communication styles (Biggs et al., 2023; Zanuttini & Little, 2022). Research also highlights that peer-support programs incorporating structured routines, peer coaching, and consistent adult facilitation yield more positive outcomes for individuals with disabilities (Biggs et al., 2023; Hassani et al., 2022).

Importantly, studies also point to the value of incorporating students’ own perspectives when assessing belonging and friendship outcomes, reminding educators that students often perceive their relationships differently from teachers or researchers (Tsou et al., 2024).

Peer-Mediated Interventions Enhance Interaction

Peer-mediated interventions (PMIs) provide structured opportunities for neurotypical peers to learn responsive interaction strategies and engage meaningfully with their neurodiverse classmates. Studies show that such approaches increase social communication and authentic peer connections among middle school students (Biggs et al., 2025; Birchfield, 2019; Zanuttini & Little, 2022).

These approaches are especially effective in naturally occurring social contexts, such as lunch, recess, or group projects, where shared interests naturally emerge, and relationships can develop (Rodríguez-Medina et al., 2016). When peers are provided with structure, coaching, and positive reinforcement, both neurotypical and neurodiverse students benefit through forming friendships, increasing empathy, and building confidence in navigating social exchanges (Zanuttini & Little, 2022).

Structured Peer Networks

Structured peer-support frameworks, such as Circle of Friends (Hassani et al., 2022), provide a clear model for cultivating inclusion and belonging. Typically, a small group of 6–8 peers meets regularly with an adult who coaches them on strategies to support the focus student’s social goals (Hassani et al., 2022). Although originally developed for younger students (Biggs et al., 2023; Hassani et al., 2022), adaptations for middle school have demonstrated promise in fostering empathy, understanding, and consistent social contact (Birchfield, 2019; Zanuttini & Little, 2022).

Importantly, Biggs et al. (2023) found that when peer networks are well-structured with regular meetings, explicit goals, and staff oversight, students with intellectual and developmental disabilities (IDD) experience greater social connectedness and participation. These interventions also help neurotypical peers develop leadership and collaboration skills that extend beyond the program itself (Biggs et al., 2023; Hassani et al., 2022; Zanuttini & Little, 2022).

School Inclusion and Student Voice

Belonging cannot rely solely on isolated interventions; students thrive within a positive, supportive, inclusive school culture. Whole-school approaches that integrate social inclusion across classroom, extracurricular, and hallway spaces are associated with stronger school climates and sustained outcomes (Littlefair et al., 2024; Tsou et al., 2024). Additionally, including student perspectives is essential. When educators listen to students’ voices, they gain insight into what belonging looks and feels like for diverse learners, and they can then adapt programs accordingly (Tsou et al., 2024).

Technology and Belonging

Innovative tools, such as augmented reality (AR) and digital peer platforms, are emerging as powerful ways to promote real-world connections. The Lina Is Not Alone (LINA) AR game, which was co-designed with middle school students, helps participants explore mental health, empathy, and friendship through collaborative problem-solving (Mittmann et al., 2022). Digital tools can complement peer programs by engaging students who may be less comfortable with face-to-face interactions while still strengthening social skills and belonging.

Practical Recommendations for Professionals

• Teach peer ambassadors: In each grade level, select and teach a small cohort of neurotypical students to serve as “peer connectors.” Train them in responsive interaction strategies such as waiting, inviting, discussing shared interests, and supporting inclusive group work. Emphasize that the goal is not to coach neurodiverse peers to “fit in” or conform to typical social norms, but to recognize, respect, and respond to different communication styles and sensory needs. For example, peer ambassadors might help organize inclusive seating groups at lunch, join recess activities, or support group projects during advisory periods.
• Create structured peer-network times: Build routine blocks (e.g., weekly clubs, lunch groups, interest circles) where peers and neurodiverse students interact in informal settings. Adapt the “Circle of Friends” model for middle schoolers (Hassani et al., 2022). This might look like structured ‘Lunch Buddy’ groups (peer-mediated lunch gatherings designed to foster inclusive social interaction), interest-based clubs, or small peer groups that meet during homeroom or study hall.
• Embed inclusive practices across settings: Integrate inclusive peer-interaction prompts into class projects, advisory groups, and after-school activities. For instance, cross-grade mentorship programs or peer-led clubs can strengthen belonging while offering leadership opportunities (McFadden et al., 2014). Ensure that staff and the environment support social inclusion, not just academic (Littlefair et al., 2024).
• Gather student voice data: Use brief self-report tools, peer-feedback formats, and reflection prompts to gather insights into students’ feelings of belonging and friendship. Combine this information with adult observations to triangulate data (Chang & Dean, 2022).
• Monitor and refine: Use baseline data, set measurable social-interaction goals, track changes over time, and adjust interventions as needed. Consider group size, frequency of peer-network meetings, and peer training quality as critical components (Biggs et al., 2023).

Middle school is a pivotal time for building friendships and developing a sense of belonging. When educators intentionally create spaces that bring neurodiverse and neurotypical peers together through structured support, an inclusive culture, and authentic student voice, the benefits ripple outward—strengthening empathy, communication, and community. By embedding social connections into the fabric of school life, professionals can ensure that every student feels seen, supported, and valued.

Reflective Questions:

1. How are students who may be overlooked or less socially connected being identified and supported through peer-mediated approaches?
2. What structures already exist in our school (clubs, lunch groups, advisory periods) that could support inclusive peer networks, and how might we adapt them so peers can intentionally support social connection?”
3. In what ways are we collecting and meaningfully using student self-reports of friendship and belonging, alongside adult observations, to make improvements in our program?
4. Are teachers, specialists, and peer-ambassadors collaborating regularly to monitor progress, adjust goals, and refine the peer-network model?

References

Biggs, E. E., Carter, E. W., Mazur, A., & Brehm, M. (2023). Review of the evidence base for peer network interventions for students with intellectual and developmental disabilities. Remedial and Special Education, 44(1), 43–59.

Biggs, E. E., Carter, E. W., Mazur, A., & Shepherd, T. (2025). Teaching elementary-aged peers responsive interaction and augmentative and alternative communication strategies within a peer network intervention. Language, Speech, and Hearing Services in Schools, 56(2), 380-396.

Birchfield, K. (2019). Peer-mediated interventions for middle school students with high-functioning autism (Master’s thesis, University of North Carolina). Carolina Digital Repository.

Chang, Y-C., & Dean, M. (2022). Friendship interventions and measurements in children with ASD: A systematic review. Research in Autism Spectrum Disorders, 93, 1-13.

Hassani, S., Rodgers, J., & Ingham, B. (2022). The Circle of Friends intervention: A research synthesis. European Journal of Special Needs Education, 37(4), 535–553.

Littlefair, D., McCloskey-Martinez, M., Graham, P., Nicholls, F., Hodges, A., & Cordier, R. (2024). Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools. Research in Developmental Disabilities, 154, 104857.

McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(12), 1699–1712.

Rodríguez-Medina, J., Martin-Anton, L., Carbonero, M., Ovejero., A. (2016). Peer-mediated intervention for the development of social interaction skills in high-functioning autism spectrum disorder. Frontiers in Psychology. 7, 1986.

Tsou, Y.-T., Nasri, M., Li, B., Blijd-Hoogewys, E. M. A., Baratchi, M., Koutamanis, A., & Rieffe, C. (2024). Social connectedness and loneliness in school for autistic and allistic children. Autism, 29(1), 87-101.

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