Beyond Peer Mentoring: Social Engagement Coaching as Foundational Support in Inclusive Postsecondary Education

The number of inclusive postsecondary education (IPSE) programs across the United States has grown considerably in recent decades, driven by advocacy efforts and federal policy initiatives, effectively increasing access to college opportunities for students with intellectual disabilities (IDs). While IPSE programs typically focus on academic, employment, and self-determination skills, the essential area of social engagement often receives less attention. Current research emphasizes why meaningful social participation promotes a sense of belonging, improved student well-being, and is vital to self-esteem. However, students with ID often enter college with limited experience initiating conversations, forming reciprocal friendships, or navigating complex social situations. Given this, we argue for a shift from opportunity-focused to skills-focused supports by distinguishing informal peer mentorship from structured social engagement coaching (SEC). We propose that trained social engagement coaches serve as intentional facilitators of communication, confidence, autonomy, and long-term social agency. In defining the specific roles of peer mentor and social engagement coach positions, IPSE programs can foster authentic and sustainable social connections between students and peers, which are essential for reciprocal relationships and true campus and community inclusion.