In addressing the significant challenges posed by the disparity between evidence-based interventions for enhancing social skills and their practical application within inclusive classroom settings, I aim to delve deeply into this critical issue. Numerous existing interventions often rely on pull-out services or specialized environments that can hinder their consistent application in mainstream educational contexts (Locke et al., 2019). These models, while beneficial in theory, often create obstacles that prevent seamless integration into the daily lives of students, particularly those with diverse learning needs. mention citation for this.