This study analyzed the social skills and resiliency of mentally challenged students in selected schools in Kuwait. The research design included descriptive method such as classification, description, and analysis. The major tool of investigation was a questionnaire that measured the social and resilience of the subjects. Eighteen (range from 13-16 years old) subjects were chosen, and simple stratified sampling technique was utilized in the study. Their parents served as informants in the survey. Statistical measures such as mean values, T-test, F-test, and Pearson R were employed. On the basis of the data gathered through the survey, the following findings were identified. The intrapersonal and interpersonal social skills of the subjects are within the moderate level. The resiliency levels of the subjects as to future orientation, independence, and active skills are within the moderate level. Age, gender, and level of mental retardation do not significantly influence the level of social skills. There are significant differences in the respondent's levels of social skills when type of mental retardation is considered (Gresham, 1995). Based on the foregoing findings and conclusions, children who are diagnosed of mental retardation should be provided with parental, school, and community social support to enhance their interpersonal and social skills. Mentally challenged children should be guided professionally on their future orientation and be provided training to become independent and active in their community environment. The schools should enrich their curriculum by providing activities like group games, family day, sports fest, musical renditions to expose their students to social interaction. Schools should include in their intervention programs techniques such as: modeling, coaching, social intervention strategies, peer counseling, and the five step model.
