Breaking the Loneliness Cycle: Measurable Impacts on Peer Relationships

Research consistently demonstrates PEERS' effectiveness in facilitating genuine friendships and reducing loneliness, with subsequent improvements in overall mental health and quality of life.(1-6)

The impact of PEERS on peer relationships extends beyond simple skill acquisition to meaningful changes in social integration, with research documenting specific improvements in friendship quality and quantity. Multiple controlled studies have demonstrated that PEERS participants experience statistically significant increases in get‑togethers with peers, greater reciprocity in friendships, and improved quality of existing relationships as measured by standardised instruments. (1, 2, 5, 6) These findings represent particularly meaningful outcomes given that social isolation remains one of the most persistent challenges for neurodivergent youth, with research indicating that up to 80% report having no or very few friends despite expressing a desire for social connection.(7)

The reduction in loneliness following PEERS participation correlates strongly with improvements in broader mental health outcomes. Longitudinal research has documented decreased depressive symptoms, reduced social anxiety, and improved self‑esteem at 1–5 year follow‑up assessments, suggesting that the social connection facilitated by PEERS serves as a protective factor against common mental health challenges. (3, 4, 6) These findings align with broader research on the fundamental relationship between social connection and psychological wellbeing, where positive peer relationships function as a buffer against stressors and provide emotional support during the challenging adolescent transition period. (7)

For clinical practitioners, these documented outcomes provide compelling evidence for PEERS' role within comprehensive mental health support for neurodivergent youths. The programme's success in facilitating actual friendship formation—rather than simply improving social behaviours in isolated contexts—addresses a critical gap in traditional therapeutic approaches. By directly targeting the social disconnection that often underlies or exacerbates various mental health presentations, PEERS represents an intervention with substantial transdiagnostic potential, offering benefits that extend far beyond the immediate social domain to influence overall quality of life, academic engagement, and family functioning. (1-6)

References

1 Laugeson, E.A., Frankel, F., Gantman, A., Dillon, A.R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42(6), 1025–1036.

2 Schohl, K.A., Van Hecke, A.V., Carson, A.M., Dolan, B., Karst, J., & Stevens, S. (2014). A replication and extension of the PEERS intervention. Journal of Autism and Developmental Disorders, 44(3), 532–545.

3 Mandelberg, J., Laugeson, E.A., Cunningham, T.D., Ellingsen, R., Bates, S., Frankel, F., & Piggot, J. (2014). Long-term treatment outcomes for parent-assisted social skills training for adolescents with ASD: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 44(12), 3423–3435.

4 Gantman, A., Kapp, S.K., Orenski, K., & Laugeson, E.A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094–1103.

5 Yoo, H.J., Bahn, G., Cho, I., Kim, E., Kim, J.H., Min, J.W., … & Shin, M.S. (2014). A randomized controlled trial of the Korean version of the PEERS parent-assisted social skills training program for teens with ASD. Autism Research, 7(1), 145–161.

6 McVey, A.J., Schiltz, H.K., Haendel, A.D., Dolan, B.K., Willar, K.S., Pleiss, S.G., Karst, J.S., & Van Hecke, A.V. (2016). A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with ASD. Journal of Autism and Developmental Disorders, 46(12), 3739–3754.

7 Locke, J., Ishijima, E.H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81.