Social-emotional development during childhood

Quick answer. Children with Down syndrome do build genuine, meaningful friendships — what most helps those relationships thrive isn’t an individual trait of the child, but how much the school and family design real opportunities for contact with other children, year after year.

Why it matters. Social inclusion is, according to NDSS, “a critical issue for every student with a disability” — and many adults with Down syndrome end up isolated later in life, partly because childhood friendships weren’t sustained or because friends moved away or moved on after a life stage (like finishing high school). What gets built — or doesn’t — in childhood carries weight later.

What the source says. NDSS recommends concrete, evidence-based supports: social stories and visual supports to teach relationship skills, social skills groups for structured practice, and peer partnerships during group activities, where an adult facilitates contact between children rather than replacing it. A core principle they cite: that other students see children with Down syndrome — and those children see themselves — as “valued participants in the classroom and the school,” not as visitors. Research cited by NDSS shows children with three or more positive relationships outside the family show significantly better quality-of-life outcomes.

What can you do now? Before the school year starts, consider sending a short letter to classmates’ families, introducing yourself and offering to answer questions. During the year, try to make sure at least a few of your child’s friends or supportive acquaintances are in their class every year (not just the first), and encourage participation in after-school and weekend activities, not just school ones.

To go deeper. NDSS — Friendships & Social Relationships: more concrete supports and social skills programs.