This digest describes the challenges of social skills instruction and provides three strategies for improving the social competence of all students, including children with disabilities. It begins by emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence. To establish a school climate acceptable to all, schools are urged to form a team representing all members of the school community to define school-wide behavioral expectations. Expectations should address the most frequently observed problem behaviors across all school settings, be condensed into three to five short and easy to remember statements, be age appropriate, and be positively stated. The second strategy for improving social competence is to provide students with social skills lessons targeting key behaviors in specific situations. The role of the teacher in requiring appropriate classroom behavior is discussed. The third strategy for improving social competence of all children is to match the level and intensity of instruction to students' needs. Functional behavioral assessment is recommended for identifying events and conditions triggering specific behaviors and the functions maintaining the behavior. Teachers are urged to use this information in designing and implementing individual behavior support plans. (Contains 12 references.) (CR)