Dbat, there are two ways of considering the 'social' aspect. One is to view it as having a classroom of kids become a source of friends. Life is grand when surrounded by friends.
The other is to have sufficient social sophistication to understand non-literal, or non-verbal cues to how to behave appropriately in a given situation. When kids are getting a test back and groaning, you don't chime in with "It was really hard! I only got a 98%". It's picking up on sarcasm and not interpretting it as literal. It's understanding that math might not be everyone's favorite subject and talking about something else occasionally. This will get harder to navigate as the age and maturity gap widens between the child and the other kids in the classroom.
I suspect this second kind of "social" adjustment that the OP is thinking about.
