Objective: This  study compares the effect of early and late interventions on social development in students with hearing loss. Method: It is descriptive-comparative research. The statistical population  involved 178  students with hearing loss. To select the sample, random method was used. To collect the data, an author-made questionnaire and a standard questionnaire  (Grisham) were used. There was referral to the students’ medical and rehabilitation records. The  research hypotheses were analyzed by independent T Test. Results: The results showed that the age of  hearing loss diagnosis and the age of speech therapy has a significant relationship with students’ social development. Conclusion: There is a significant relationship between early intervention and social development in children with hearing loss.