This master’s thesis was inspired by my son, who has congenital deafblindness (CDb), being perceived by staff as having no friends. Limited access to participation opportunities for people with CDb is a cause of the globally recognised problem of social isolation and loneliness. Essential factors for building relationships were identified which led to the hypothesis that multiparty interactions in the tactile modality would support the building of peer relationships. The setting was the dining-room of a post-19 college for students with complex communication needs and included three student participants and their support staff. The research included analysis of video recordings of lunchtime interactions between student peers, and focus group discussions with staff. Quantitative data showed an increase in availability of peers, reciprocal addressivity, participation, and agency in varying degrees. The qualitative element demonstrated changes in staff perceptions, attitudes, and practice. One outcome was the extension of multiparty settings to most other students in the dining-room, and into the classroom. The main subject continued to develop his relationship with a participating peer in the classroom and they continue to develop their friendship to this day. The results have implications for how the optimal environment for the development of peer relationships is created and for how people with CDb are best supported if the risks of social isolation and loneliness are to be minimised. The presentation will include an update on two of the student participants and current practice in the college where the research project was carried out.