The school context provides the ideal setting and partners for facilitating social skills development in students with social skills challenges related to neurological and emotional delays. Most often, social skills delays remain unrecognized in early school years, although these skills provide a foundation for language development and academic success. In fact, curricular outcomes assume that students possess basic neurological and emotional readiness for group learning, but many students do not, and the number of students entering school with neurological and emotional diagnoses with concurrent social skills delays is on the rise. Although clinical treatments that provide pull out small-group instruction have shown success for improving social skills, the generalization of learned skills to the classroom remains a challenge. Yet, the classroom offers a constant, natural context to promote social skills development, when communicative partners -- peers -- receive appropriate training to provide supportive feedback.