Adolescence can be a challenging period for individuals with autism spectrum disorder (ASD), because of the physical, emotional and social changes that occur simultaneously. The change from primary to secondary education entails a large environmental change in location, daily schedule, and social context. Therefore, guidance in this transition is important. It is also crucial to foster a save relation with the teachers, to enhance the learning environment and facilitate optimal academic achievement. In order to have positive peer interactions and develop and maintain friendships, social skills become increasingly important. Training social skills, while involving the parents who can additionally coach these skills in the home and community environment, is therefore also important. Finally, due to hormonal changes, psychical changes occur that usually concur with increased sexual awareness and interest. Since sexuality and intimate relations require regulation of emotions, behaviours and social-communication, guidance in the area of psychosexual development can also be of importance. Given these challenges, the current panel will discuss research on interventions that are aimed at guidance for adolescents with ASD regarding 1) the transition from primary to secondary school, 2) a positive teacher-pupil relation, 3) social skills for interaction with peers, and 4) a healthy psychosexual development.