Now more than ever, students with autism spectrum disorder (ASD) are being taught in inclusive settings. Despite inclusion initiatives, research suggests students with ASD have limited social interactions with neurotypical peers and have significantly fewer high quality friendships compared to neurotypical peers. The purpose of this paper is two-fold. First, we discuss how friendship development has been supported and targeted in school settings. Then, we discuss directions for future research and highlight the urgency of research in this area given the numerous negative outcomes associated with limited friendships and high rates of bullying victimization.
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