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Recent research has demonstrated that participants in the PEERS® program experience a significant reduction in social anxiety upon completing the course. The findings also reinforce that the curriculum is neuro-affirmative, ensuring that it does not encourage masking behaviors but instead supports authentic social engagement.

In response to concerns that teaching social skills to autistic individuals might encourage camouflaging or alter their identity, PEERS® operates with a fundamentally different approach. The program does not aim to change individuals but rather provides them with the opportunity to better understand the complexities of social interactions. Just as people across all neurotypes develop various social skills to navigate group dynamics, PEERS® helps participants align their unique strengths and interests with their social environment. By fostering understanding, the program reduces the perceived need to mask, as individuals gain confidence in their ability to engage on their own terms.

Aligned with the study’s conclusions, PEERS® firmly supports the idea that social skills education should be self-directed, allowing teens and young adults to pursue their own social goals based on their personal aspirations. The program is designed to be inclusive, addressing the needs of a diverse range of neurodivergent participants.

Furthermore, the research highlights a critical ethical standpoint: participation in social skills programs should never be compulsory, nor should access be denied to those who actively seek support in understanding social dynamics, building meaningful friendships, and navigating peer interactions. Notably, PEERS® serves a broad audience, including individuals who are not autistic but are equally eager to develop skills related to friendship-building, conflict resolution, and bullying prevention.

Research conducted by UCLA has demonstrated that the PEERS® program is just as effective in an online format as it is in person. With this in mind, we strive to offer both options whenever possible, ensuring accessibility for all families.

The online format provides a valuable opportunity for those living outside of London to participate, removing geographical barriers to the intervention. It also offers flexibility for families who may need to accommodate other commitments, such as a parent caring for a sick child or a participant joining from a different location.

Regardless of whether sessions take place online or in person, PEERS® remains focused on helping participants build meaningful social connections in the real world. The curriculum, structure, and learning experiences are identical across both formats, and we remain fully committed to delivering the program as designed by UCLA.

Our teen and young adult PEERS® groups are fast-paced and highly interactive, using the Socratic teaching method to encourage participants to explore and discuss social concepts collaboratively. This peer-driven approach fosters engagement and helps young people develop social skills in a supportive environment.

Sessions include:

• Positive reinforcement through a points-based system in the teen group.
• Visual aids and whiteboard exercises to support diverse learning styles.
• A safe and inclusive environment where participants can practice social skills through activities that mirror real-life social situations.

Designed to be both engaging and supportive, these groups provide opportunities for participants to connect with like-minded peers while building confidence in their social interactions.

The parent/coach groups take a solution-focused, strength-based approach, providing practical tools to help support teens and young adults in their social development. These sessions are not traditional support groups; instead, they are designed to equip parents with effective strategies to encourage social engagement and reinforce the skills learned each week.

Parents play a vital role in motivating their teens or young adults to take social risks, practice new skills, and build confidence in real-world interactions. By actively supporting their progress at home, parents help ensure meaningful and lasting social growth.