You could also look into social communication disorder (recently moved from ASD-ish category into communication disorders, in the DSM-5). The DSM specifically says that milder forms may not be diagnosed until early adolescence (i.e., middle/high school), and that there are often written expression impairments (sometimes that's the main thing that persists into adulthood, even after social skills remediation). The primary diagnostic difference between SCD and ASD is the absence of restricted, repetitive behavior (rigidity, routines, stereotypies). As this falls under communication (pragmatics), it is in an IEP-eligible category.
The kind of impact you might see in a high-cognitive adolescent, in addition to social difficulties, and difficulties with writing that involves inference, perspective taking, or analysis of the "what if," "what would you," "what do you think" type. Because there are deficits in identifying, selecting, and implementing the appropriate modes of communication for different social situations, these students may present as stubborn or defiant, shutting down or digging their heels in when called out for something, not so much because they are essentially noncompliant, but because they don't know what the rules are for this situation, or can't call up their knowledge of the rules when under stress. Or they are struggling to read the social situation, and consequently don't know which rules to select.
Generally speaking, the rules get a whole lot harder in high school, while simultaneously, the population of adults who self-select to be teachers becomes more slanted toward content specialists, whose balance of content versus student social-emotional needs and scaffolding is more heavily weighted toward content than it is in the lower grades. So social perception and communication demands go up, just as adult support goes down.
