This study examined the lived experiences of high school aged students with cognitive impairments in substantially separate settings in reference to their social skill development. Semi-structured interviews were conducted with five students aged 15-20 placed in a special education collaborative in Massachusetts. Transcripts were analyzed using the narrative inquiry method to determine themes. Three major convergent themes emerged: the limited social networks of the individuals, the concept of the previous educational setting compared to the current setting, and the challenges faced in developing meaningful peer relationships. One divergent theme was found to be the participants view of the educator's role in supporting social development. These findings were considered through the lens of current literature and Bandura's Social learning theory. The analysis suggests developing social skill curriculums that promote student ownership and buy-in, and providing additional opportunities for students to expand their social network beyond their current school setting,

This research study examined the lived experiences of high school aged students with cognitive impairments in substantially separate education settings in reference to their social skill development. Semi‐structured interviews were conducted with five students aged 15–20 years placed in a special education collaborative in New England. Transcripts were analysed using the narrative inquiry method to determine themes. Three convergent themes emerged through the analysis of the interviews: the limited social networks of the individuals, the concept of the previous educational setting compared to the current educational setting and the challenges faced in developing meaningful peer relationships both in and out of the school setting. One divergent theme was found to be the participants' view of the educator's role in social skill development. The analysis of data suggests developing social skill curriculums that promote student ownership and providing additional opportunities for students to expand their social network beyond their current school setting. The findings suggest that students with cognitive impairments who are educated in substantially separate settings view their social networks as limited and defined by their educational setting. This population also experience challenges in developing and maintaining peer relationships.