Introduction
The transition from primary to secondary school is a critical period for neurodivergent children, often accompanied by increased social isolation, academic stress, and emotional dysregulation. Differences in communication and thinking styles can hinder peer connection, heightening vulnerability to anxiety and depression. Without targeted support, these challenges may impact long-term social functioning, academic engagement, and overall well-being.
Method
This presentation outlines the development and evaluation process of a co-designed social skills group developed collaboratively by Monash University OT students and Everyday Independence. Designed for neurodivergent children aged 10–13, the group aimed to support social development through play-based learning, guided peer interaction, and collaborative activities. Role-play was embedded within board game sessions to provide a predictable yet creative setting for practising teamwork, turn-taking, and social communication. Activities were tailored to accommodate diverse sensory and communication needs, ensuring emotional safety and inclusivity.
Outcomes
Facilitators were equipped with strategies to scaffold peer relationships, foster resilience, and build trust. Monash University OT students conducted a comprehensive evaluation using surveys, observations, and interviews. This presentation will highlight key findings and offer recommendations for future groups. Preliminary practitioner feedback suggests improvements in participant engagement, emotional regulation, and peer connection.

Conclusion
This session will explore the outcomes of a social skills group supporting neurodivergent children during a pivotal life transition. Future directions include strategies for engaging and empowering parents and format modifications for future groups. It will also explore the role of Occupational Therapy students in co-designing and evaluating group programs.