How to Foster Peer Relationships in Inclusive Settings

Inclusion is about more than just physical placement. A student with disabilities can sit in a general education classroom all day and still feel completely disconnected. True inclusion happens when students are not just present—but seen, valued, and part of the social fabric of the classroom. And that starts with relationships.

Peer relationships are essential for all students, but especially for those receiving special education services. These connections promote belonging, increase engagement, and support both academic and emotional development. For students who may struggle with communication, social cues, or self-regulation, intentional relationship-building can be the bridge that transforms their school experience.

But peer relationships don’t always happen naturally, especially when students have different learning profiles or behavior patterns. That’s why it’s our job as educators to create the conditions for those relationships to form and grow.

So how do we make that happen?

1. Model and teach social skills

Don’t assume students know how to introduce themselves, take turns, or resolve a conflict. Social skills need to be taught just like reading or math. Use role-playing, visual supports, and class discussions to teach:

• How to ask a peer to join an activity

• What active listening looks like

• How to handle disagreements respectfully

• Ways to support a classmate who is struggling

These small lessons can have a huge impact on how students interact with each other.

2. Create intentional pairings and groupings
Peer relationships don’t grow from random seating charts or last-minute partners. Be strategic about who works together and why.

• Pair students with complementary strengths

• Rotate groups often so students build connections with a range of peers

• Offer structured roles during group work so expectations are clear

And most importantly, avoid always assigning students with disabilities as the “helper” or the one being helped. True peer relationships are reciprocal, not one-sided.

3. Use peer-mediated supports
Peer support programs can be powerful in inclusive classrooms. With some training and guidance, general education students can be amazing allies—helping classmates stay on task, navigate transitions, or practice social skills. The key is to make it collaborative, not corrective. Frame peer supports as opportunities for leadership and friendship, not charity. When done well, both students benefit.

4. Build a classroom culture of belonging
Students take cues from adults. If the classroom culture celebrates differences and encourages empathy, students are more likely to reach out and connect with one another.

• Use inclusive language and person-first messaging

• Celebrate strengths and growth, not just achievements

• Make time for community-building activities that center every student, not just the majority

Simple routines—like morning meetings, shout-outs, or buddy check-ins—can build empathy and connection over time.

5. Involve students in planning and reflection
Give students voice and ownership in how they build relationships. Ask questions like:

• Who do you feel connected to in our class?

• What helps you feel included in a group?

• What could we do to make group work go better next time?

These reflections help students recognize what they need socially and how to support others as well.

Fostering peer relationships in inclusive settings isn’t just a feel-good strategy, it’s essential to student success. When students feel connected to their peers, they’re more likely to take risks in learning, engage in class, and show up as their authentic selves.

Academic support matters. Behavior strategies matter. But connection—that’s what helps inclusion come to life.