Background Recent research (Atwood, 2019; Fisher Bullivant, 2020; Travaglione, 2021) has highlighted the importance of involving non-autistic peers in social groups to develop peer-to-peer coaching experiences to practice the skills the pupil has developed in therapy sessions. Since 2008 the Autism Centre “Cascina San Vincenzo” NGO has supported individuals on the autism spectrum and their families in improving quality of life through therapy, consultancy, and social groups. In 2022 the Centre team developed a partnership with the Scholastic District involving high school students in conducting their PCTO (Training for Transversal Skills and Orientation a mandatory activity for high school students) through participating in social groups with peers on the Spectrum. CeDisMa Research Centre at the Università Cattolica del Sacro Cuore has observed and measured the impact of this experience, and the findings are presented in this symposium. Methods Our research investigated the impacts of conducting three mixed social groups with teenage peers both on the autism spectrum and neurotypical. We undertook a literature review; conducted interviews with non-autistic students from high school involved in the PCTO training experience (n=6) and their professors (n=3); and asked parents (n=20), individuals on the spectrum (n=15) and professionals (n=8) to complete a questionnaire. The impact on social ability and cooperation was measured through the use of the Cooperation and Communication Observation Schedule (CCOS, Travaglione et al., 2021) in all three groups, with pre-assessment and follow-up after 9 months. Findings The strategy of involving neurotypical peers had a profound impact on the pupils supported at the centre and through this group experience. Findings highlighted that the students’ social skills and understanding improved in daily life experiences; the students strengthened their self-confidence and self-esteem in social capability and cooperation with others and other high school students raised their awareness about autism, neurodiversity and inclusion. Conclusions The implementation of social coaching groups mediated by specialists and educators can support the inclusion of teenagers on the autism spectrum and can enable the development of work and life skills. We recommend: • More group coaching support for students on the autism spectrum to help them develop social understanding and skills in daily life. • Training for education staff on social coaching and peer-to-peer group mediation. • Better links between rehabilitation/therapy centres and schools. • Improved resources to provide safe spaces.

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