Social Stories for Kids help children learn how to act and understand their feelings. Sometimes, social situations can be confusing, but social stories show them what to do.
These stories are simple and help kids with things like sharing, asking for help, or talking to friends. They make it easier for kids to know what to do in different situations.
This guide is for parents, teachers, and caregivers. It explains how Social Stories for Kids can help and how to use them effectively.
What Are Social Stories?
Social stories are short, simple stories that explain how to handle different social situations, behaviors, or expectations. They make it easier for kids to understand what to do in certain situations.
Origins & History
- Carol Gray created social stories in the early 1990s.
- They were first made for children with autism.
- Today, they help all kids learn social skills.
Key Features & Components
- Use clear, easy language.
- Often include pictures to show ideas.
- Focus on one situation or skill at a time.
- Always have a positive tone, showing how to solve problems.
Target Audience
- Originally for kids with autism or developmental challenges.
- Now useful for all children learning how to interact and share.
- managing emotions.
Social Stories for Kids
Social situations can be confusing for kids. Social stories make them easy to understand!
Saying Hello to a New Friend
Liam loved the playground. It was his favorite place to run, climb, and play. Every afternoon after school, he would rush to the swings, the slide, and the big jungle gym with his friends. It was the best part of his day.
But today felt different.
As Liam ran toward the swings, he noticed a boy sitting alone. The boy was kicking his feet slowly, dragging his sneakers across the sand. He wasn’t swinging high like Liam and his friends usually did. He wasn’t laughing or talking to anyone.
Liam stopped a few feet away, watching him.
“Who is that?” Liam wondered. He had never seen this boy before.
The boy had short brown hair and a red hoodie. He looked down at his hands, fidgeting with the drawstrings of his sweatshirt.
Liam’s best friend, Noah, ran past him toward the slide. “Come on, Liam! Let’s race!”
Liam didn’t move. He was still looking at the new boy.
Something inside him felt strange—like a little push in his chest. The kind of push that made him want to do something, even though he wasn’t sure what.
Maybe he should say hello.
But what if the boy didn’t want to talk?
What if he liked being alone?
What if it felt awkward?
Liam bit his lip, hesitating.
Then, he thought about how he would feel if he were the new kid. If he were sitting alone, wishing someone would say hello.
He took a deep breath. I can do this.
Taking the First Step
Liam walked up to the swings. His shoes crunched in the sand.
The boy didn’t look up.
Liam stood there for a second, then finally spoke. “Hi.”
The boy’s head lifted. His eyes met Liam’s.
Liam suddenly felt nervous. He swallowed and said, “I’m Liam. What’s your name?”
The boy hesitated, as if he wasn’t sure whether to answer. Then, in a quiet voice, he said, “Jake.”
Liam nodded. “Cool. Do you want to play?”
Jake looked down at the sand again. He kicked it lightly with his foot. “I don’t know.”
Liam rocked back on his heels. This was harder than he thought.
What if Jake didn’t like him? What if he didn’t like playing on the playground?
Liam’s brain buzzed with thoughts.
Then, he remembered something his mom always told him: “Being kind means trying, even when it feels a little scary.”
So, he tried again.
“Do you like the swings?” Liam asked. “I can push you really high if you want.”
Jake shrugged. “I guess.”
Liam smiled. “Okay! Hop on.”
Jake hesitated for another moment, then slowly sat on the swing.
Liam moved behind him and gave a gentle push.
“Tell me if you want to go higher,” Liam said.
Jake didn’t answer right away. Then, after a few more pushes, he said, “A little higher.”
Liam grinned. “Got it.”
He pushed a little harder, and soon, Jake was soaring higher.
For the first time, Liam saw a small smile on Jake’s face.
Finding Common Ground
After a few minutes, Jake slowed the swing down by dragging his feet in the sand. He hopped off and turned to Liam.
“That was fun,” he said.
Liam felt proud. “Yeah! I love the swings.”
Jake brushed some sand off his hands. “I used to go to a different school,” he said. “I just moved here.”
“Oh,” Liam said. “That’s cool.”
Jake nodded, but his face looked kind of sad. “I don’t really know anybody yet.”
Liam understood. Being new probably felt lonely.
“You know,” Liam said, “I didn’t know anybody when I started here either. But then I made friends.”
Jake looked at him. “How?”
Liam thought about it. “Well… I said hi to people. And I played with them. And then, after a while, we were just friends.”
Jake kicked at the sand again. “That sounds easy.”
Liam shrugged. “Sometimes it is. Sometimes it’s not.” He thought for a second. “But I can be your friend if you want.”
Jake’s face brightened just a little. “Really?”
“Yeah,” Liam said. “Wanna come to the jungle gym? Noah and I are racing.”
Jake hesitated for only a second. Then, he nodded.
“Okay.”
Playing Together
Liam and Jake ran to the jungle gym, where Noah was waiting.
Noah looked at Jake, then at Liam.
“This is Jake,” Liam said. “He just moved here.”
Noah smiled. “Cool. Wanna race?”
Jake looked unsure, but Liam gave him an encouraging nod.
“Okay,” Jake said.
Noah pointed to the other side of the jungle gym. “We have to climb up, cross the monkey bars, go down the slide, then run back to the swings.”
Jake looked up at the monkey bars. “I’m not very good at those.”
Liam grinned. “That’s okay. I can’t do them either. I always skip to the slide.”
Jake smiled a little. “Okay.”
Noah clapped his hands. “Ready? Set… GO!”
Liam, Jake, and Noah took off. They scrambled up the ladder.
Jake tried the monkey bars but dropped down after the second bar. “Oops.”
Liam laughed. “Told you, they’re hard.”
Jake laughed too. “Yeah.”
They slid down the slide and ran as fast as they could back to the swings.
Noah got there first. He cheered. “I won!”
Liam flopped onto the sand, laughing. “That was fun.”
Jake nodded. “Yeah. It was.”
A New Friendship
As the afternoon went on, Liam, Jake, and Noah played together. They ran, climbed, and laughed.
For the first time all day, Jake didn’t look lonely.
When Liam’s mom called him from the parking lot, he turned to Jake.
“Are you coming back tomorrow?” Liam asked.
Jake nodded. “Yeah.”
Liam grinned. “Cool. Let’s play again.”
Jake smiled. “Okay.”
As Liam walked to the car, he felt happy.
He had taken a small step. He had said hello. And now, he had a new friend.
Saying hello can feel scary, but it can also lead to something great—like a new friend.
The Lesson: Why This Matters
Saying hello is a small thing, but it can make a big difference.
Sometimes, people feel nervous or shy. Sometimes, they don’t know how to start talking to others.
But taking the first step—just saying “hi”—can help someone feel welcome.
It can turn a lonely afternoon into a fun one.
It can turn a stranger into a friend.
And sometimes, all it takes is one simple word: Hello.
Waiting for My Turn
Mia loved the toy train at school. It was one of her favorite things to play with. She liked to push the little engine down the tracks, watching it zoom past tiny buildings and over pretend bridges.
Every day, after snack time, Mia would rush to the play area, hoping to be the first one there. If she got to the train set first, she could play with it as long as she wanted—well, until clean-up time, at least.
But today, when Mia ran over, she stopped suddenly.
Someone else was playing with the train.
It was Oliver. He was sitting on the floor, guiding the little red engine along the tracks, making soft “choo-choo” sounds.
Mia felt something bubble up inside her chest. She really, really wanted to play with the train. She had been thinking about it all morning.
But Oliver was there first.
Mia bit her lip. She didn’t like waiting.
She thought about asking Oliver to give her the train. But then she remembered what her teacher, Ms. Lopez, always said:
“We take turns in our classroom. If someone is playing with a toy, we wait until they are finished.”
Mia sighed. She knew the rule. But waiting wasn’t fun.
She crossed her arms and frowned at the train set.
Feeling Frustrated
Mia sat down a few feet away, watching Oliver play.
He moved the train slowly across the track, carefully stopping at the little wooden station. Then, he added more train cars, clicking them together one by one.
Mia’s fingers itched to reach out and grab the train. She wanted to play right now.
She bounced her knee impatiently. How long would Oliver take?
She wanted to say something like, “Hey, can I have a turn now?” But she knew that wasn’t fair. Oliver had gotten there first. It was his turn.
Still, that didn’t stop her from feeling frustrated.
Finding Something Else to Do
Mia looked around the room. Other kids were playing with different toys. Some were in the kitchen area, pretending to cook. Some were stacking blocks.
She could go play with something else while she waited.
But what if Oliver finished while she was gone? What if someone else took the train before she got back?
Mia sighed and kept watching him.
Then, Ms. Lopez walked by and sat down next to her.
“What’s wrong, Mia?” she asked gently.
Mia sighed again. “I want to play with the train.”
Ms. Lopez glanced at Oliver, then back at Mia. “It looks like Oliver is still having his turn.”
Mia nodded. “Yeah.”
“It’s hard to wait, isn’t it?” Ms. Lopez said.
Mia nodded again.
Ms. Lopez smiled. “Waiting can feel tricky. But do you know what helps?”
Mia looked up. “What?”
“Finding something fun to do while you wait,” Ms. Lopez said. “Instead of just sitting and feeling frustrated, you could play with something else.”
Mia thought about it.
“I like the blocks,” she admitted.
Ms. Lopez nodded. “That’s a great idea! You can build something while you wait. And when Oliver is done, you’ll still get a turn.”
Mia glanced at the train set again, then at the block area.
Maybe she could try.
Making a New Plan
Mia walked over to the block area and sat down. She picked up a blue block and stacked a red one on top.
At first, she still felt a little annoyed.
But then, she started to get an idea.
She could build a whole town for the train!
Excited now, she grabbed more blocks and built little houses. She made a tall tower in the middle, pretending it was a big city building.
She even used small toy people to stand near the train station, as if they were waiting for the train to arrive.
As she worked, she stopped thinking about how long Oliver was taking. She was having fun.
She almost forgot she was waiting.
Finally, It’s Her Turn!
A little while later, Mia heard Oliver’s voice.
“All done!”
She looked up and saw Oliver standing next to the train set. He smiled at her.
“Do you want a turn now?” he asked.
Mia felt a happy little jump in her chest.
“Yes!” she said, standing up quickly.
She hurried over and sat down. The train set was finally hers!
But then, she paused.
She looked at Oliver, who was about to walk away.
Mia thought about how she had felt while she was waiting—how long it had seemed.
She also thought about how much fun it was to play with someone else.
So instead of playing alone, she looked at Oliver and asked, “Do you want to play with me?”
Oliver’s face lit up. “Really?”
“Yeah,” Mia said. “I made a whole town over there. We can pretend the train is picking up passengers.”
Oliver grinned. “That sounds fun!”
Together, they pushed the train along the tracks, making it stop at each of Mia’s little buildings.
They laughed and played together until it was time to clean up.
Learning to Wait
At the end of the day, as Mia put on her backpack, she thought about what had happened.
She had wanted to play with the train right away. But she had waited.
And while she was waiting, she had found something else fun to do.
In the end, she still got a turn—just like Ms. Lopez had said.
Mia smiled.
Maybe waiting wasn’t so bad after all.
The Lesson: Why Waiting Matters
Sometimes, waiting feels hard.
We all want things right away, and it can be frustrating when we have to wait.
But waiting is part of life.
When we wait patiently, we learn to be fair and kind. We learn that everyone deserves a turn.
And while we wait, we can find other fun things to do.
Because in the end, our turn will come.
And when it does, it feels even more special.
Using a Quiet Voice Inside
Noah loved to talk.
He talked when he was excited.
He talked when he had a question.
He even talked when nobody was really listening—just because he liked the sound of his own voice.
At home, it wasn’t a problem. He could shout across the living room, sing in the kitchen, and talk loudly to his dog, Benny, whenever he wanted.
But at school, things were different.
And sometimes, Noah forgot.
A Loud Start to the Day
One morning, Noah walked into his classroom feeling extra excited.
Over the weekend, he had gone to the zoo with his family. He had seen lions, giraffes, and even a monkey that had thrown a banana at someone!
It was the funniest thing Noah had ever seen, and he couldn’t wait to tell his teacher, Ms. Patel.
As soon as he walked in, he called out, “Ms. Patel! I went to the zoo! A monkey threw a banana at a lady!”
His voice boomed across the quiet classroom.
Ms. Patel looked up from her desk and gave him a gentle smile. “Good morning, Noah,” she said. “That sounds like a funny story! But remember—we use our inside voices in the classroom.”
Noah’s smile faded a little.
Oops.
He had done it again.
What’s an Inside Voice?
Noah plopped into his seat.
He thought he was using an inside voice. It wasn’t like he was yelling.
But Ms. Patel had told him before that his voice was too loud in class.
Noah didn’t really understand. His voice always sounded normal to him.
He turned to his friend Lucas. “Do I talk loud?”
Lucas nodded. “Yeah, kinda.”
Noah frowned. “But how do you know if you’re too loud?”
Lucas shrugged. “I don’t know. You just hear it.”
Noah sighed. That wasn’t very helpful.
How was he supposed to fix something he didn’t even notice?
The First Reminder
Later that morning, the class was working on a coloring activity.
Noah picked up a green crayon and turned to Mia. “Hey, can I borrow the yellow?”
His voice came out louder than he expected. A few kids looked up.
Ms. Patel glanced over. “Noah, inside voice, please.”
Noah clamped his mouth shut.
There it was again!
He sighed. This was going to be harder than he thought.
The Second Reminder
At lunchtime, Noah sat with his friends. He was excited because his mom had packed his favorite snack—cheese crackers.
“LOOK WHAT I GOT!” he shouted, holding up the bag.
A few kids covered their ears.
Ms. Patel, who was walking by, gave him a look.
Noah caught himself.
“Oops,” he said, lowering his voice. “Sorry.”
Ms. Patel smiled. “Thank you, Noah.”
Noah groaned and took a bite of his crackers.
Why was everyone so much better at this than he was?
Understanding the Problem
That afternoon, the class had story time.
Ms. Patel read a book about a little boy who loved to roar like a lion—but he had to learn when to use his quiet voice.
As Noah listened, something clicked in his head.
The little boy in the story wasn’t being bad when he was loud. He was just excited.
And sometimes, when people get excited, they forget to control their voices.
Noah realized that was exactly what he did.
He wasn’t trying to be loud—he just had big feelings that made his voice bigger, too.
Now, he just had to figure out how to fix it.
The Challenge
That night, Noah talked to his mom about it.
“I don’t mean to be loud,” he said, “but my voice just comes out that way.”
His mom nodded. “That happens sometimes. But do you want to know a trick?”
Noah sat up. “Yes!”
His mom smiled. “Before you talk, take a deep breath. Then, pretend you’re talking to someone who is right next to you—not across the room.”
Noah thought about it. That made sense.
Maybe if he thought about his voice before speaking, he could control it better.
He decided to try it the next day.
Putting It to the Test
The next morning, Noah walked into class.
Right away, he saw something exciting—Ms. Patel had put up a big poster with everybody’s names on it!
Noah’s first instinct was to shout, “That’s so cool!”
But he stopped himself.
He took a deep breath.
Then, in a soft, calm voice, he said, “That’s so cool.”
Ms. Patel looked up. “Nice inside voice, Noah!” she said.
Noah grinned.
It had worked!
A Few More Tries
Throughout the day, Noah kept practicing.
At snack time, he wanted to ask Lucas for a napkin.
He took a deep breath first—then asked in a quiet voice.
At recess, he wanted to tell Mia that a butterfly had landed on the swings.
He took a deep breath first—then said it softly.
And at lunch, when he was about to tell everyone about his weekend, he almost forgot and shouted.
But then he caught himself.
Deep breath…
Then he spoke at a normal volume.
It was still hard to remember sometimes. But Noah felt proud.
He was learning.
Helping Others
Later that afternoon, something funny happened.
Lucas was playing in the block area when he got really excited about his tower.
“LOOK HOW BIG IT IS!” he shouted.
Noah covered his ears.
Then, he smiled.
He walked over and whispered, “Inside voice.”
Lucas blinked. “Oh. Oops.”
Noah laughed. “I do it too.”
Lucas grinned. “It’s hard, huh?”
“Yeah,” Noah said. “But we can help each other.”
And from then on, they did.
A New Habit
By the end of the week, Noah wasn’t perfect at using his inside voice.
Sometimes, he still forgot.
But now, he noticed when his voice was too loud.
And every time he remembered to take a deep breath first, he felt a little more in control.
At home, he could still be loud whenever he wanted.
But at school, he had learned something important:
A quiet voice helps everyone hear, learn, and have fun.
And that was worth practicing.
The Lesson: Why It Matters
Sometimes, when we get excited, our voices get loud.
That’s okay! Excitement is a good thing.
But in some places—like school, the library, or the doctor’s office—loud voices can make it hard for others to focus.
Using an inside voice helps everyone listen and learn.
And if we forget?
We can take a deep breath and try again.
Because learning to control our voices is a skill—and with practice, we can get better at it.
Keeping Hands to Myself
Ethan was always full of energy.
He loved to run, jump, and wiggle. When he got excited, he couldn’t help but move—sometimes even touch.
At home, it wasn’t a big deal. He could hug his mom, high-five his dad, and wrestle with his big brother on the living room rug.
But at school, things were different.
And sometimes, Ethan forgot.
A Little Too Rough
One morning, Ethan rushed into class, feeling extra excited.
It was Friday—his favorite day! Fridays meant music class, extra recess, and chocolate milk at lunch.
He spotted his friend Liam hanging up his backpack and ran over, smacking him on the back.
“Hey, Liam!” he said loudly. “It’s Friday!”
Liam stumbled forward a little. He turned around, frowning.
“Ow,” he said.
Ethan’s smile faded. “I didn’t mean to hurt you,” he said quickly.
Ms. Carter, their teacher, walked over. “Ethan, what’s our rule about hands?”
Ethan sighed. “Keep them to myself.”
“That’s right,” Ms. Carter said gently. “We can say ‘hi’ with words instead of touching.”
Ethan nodded.
He knew the rule.
But sometimes, his hands just did things before he could stop them.
The Next Reminder
Later that morning, the class was sitting on the rug for story time.
Ethan sat next to Mia. She had on a cool new headband with shiny blue sequins.
It sparkled in the light.
Without thinking, Ethan reached out and touched it.
Mia jerked away. “Hey! Don’t touch my hair!”
Ethan pulled his hand back. “Sorry,” he mumbled.
Ms. Carter looked over. “Ethan, remember—ask before touching someone’s things or their body.”
Ethan nodded quickly.
Another reminder.
Why was this so hard?
Understanding the Problem
At recess, Ethan sat on the swings, kicking his feet.
He wasn’t in trouble, but he felt a little frustrated.
He didn’t mean to be rough with Liam. He didn’t mean to touch Mia’s headband.
His hands just moved before he even thought about it.
Lucas, who was swinging next to him, noticed his frown.
“What’s wrong?” Lucas asked.
Ethan sighed. “Ms. Carter keeps reminding me to keep my hands to myself.”
Lucas nodded. “Yeah, she tells me that sometimes too.”
Ethan looked at him. “But how do you remember? My hands just do things before I even think.”
Lucas shrugged. “I don’t know. Sometimes I sit on my hands. It helps me remember.”
Ethan thought about that.
Maybe he needed a way to stop himself before his hands acted on their own.
A New Trick
That night, Ethan talked to his mom about it.
“I don’t mean to touch people,” he said. “I just forget.”
His mom smiled. “That makes sense. Your body has lots of energy, and sometimes it’s hard to control.”
Ethan nodded. That was exactly the problem.
His mom thought for a moment. “What if you give your hands a job to do instead?”
Ethan tilted his head. “Like what?”
“Well,” she said, “instead of patting Liam on the back, you could wave. Instead of grabbing Mia’s headband, you could put your hands in your lap.”
Ethan thought about it.
That might help.
Trying It Out
The next day, Ethan walked into class.
He saw Liam hanging up his backpack.
His hands wanted to reach out and tap Liam on the shoulder. But this time, Ethan stopped himself.
Instead, he took a deep breath and waved.
Liam waved back.
“Hey, Ethan!”
Ethan grinned.
That had worked!
Another Test
Later that morning, the class was working on a group project.
Ethan sat next to Mia.
She was wearing her sparkly headband again.
His fingers itched to touch it.
But then, he remembered his mom’s trick.
Instead of reaching out, he put his hands in his lap.
It was hard. His fingers wanted to move.
But he kept them there.
And Mia didn’t get mad.
He had done it!
Still Learning
At recess, Ethan played tag with his friends.
When he tagged Lucas, he accidentally pushed too hard.
Lucas stumbled.
“Whoa, Ethan!” Lucas said, catching his balance. “That was kinda rough.”
Ethan froze.
Oh no. Not again.
“Sorry,” he said quickly. “I didn’t mean to push. I just meant to tag.”
Lucas dusted off his shirt. “It’s okay. Just be gentle next time.”
Ethan nodded.
Even though he was learning, sometimes he forgot.
But now, he knew what to do.
Helping Others
Later that afternoon, something funny happened.
Mia was so excited about her art project that she grabbed Ethan’s arm to show him.
Ethan flinched.
Mia realized what she had done and quickly let go.
“Oops,” she said. “I forgot to keep my hands to myself.”
Ethan smiled. “It’s okay. I forget too.”
Mia grinned. “Let’s both try to remember.”
And from then on, they helped each other.
A New Habit
By the end of the week, Ethan wasn’t perfect at keeping his hands to himself.
Sometimes, he still forgot.
But now, he noticed when he did it—and he tried to stop himself before it happened.
He learned that his hands didn’t have to do everything his brain thought of.
He could make a choice.
And that made all the difference.
The Lesson: Why It Matters
Sometimes, when we’re excited, we forget to keep our hands to ourselves.
But touching others without asking can make them uncomfortable.
Using a wave instead of a pat, or keeping hands in our lap, helps us control our energy.
And if we forget?
We can say sorry, learn from it, and try again.
Because keeping hands to ourselves is an important way to show kindness and respect.
Waiting My Turn
Owen did not like waiting.
Waiting was boring. Waiting took too long.
And worst of all? Sometimes waiting meant someone else got to do something first.
Owen didn’t think that was fair.
At home, if he wanted to play with a toy, he could grab it.
If he wanted to talk, he could just start talking.
If he wanted the last cookie, he could reach for it before his sister did.
But at school, things were different.
And sometimes, Owen forgot.
The Problem Starts
One morning, Owen’s class was playing a math game.
Ms. Taylor had a special set of counting blocks, and she called on kids one at a time to take a turn.
Owen watched as his friends picked up blocks and stacked them.
One… two… three…
His fingers twitched.
He wanted a turn right now.
Before he even thought about it, Owen reached for the blocks—right in the middle of Mia’s turn!
Mia frowned. “Hey, I wasn’t done yet!”
Ms. Taylor gently touched Owen’s arm.
“Owen,” she said, “it’s important to wait your turn. Mia is still going.”
Owen sighed and pulled his hand back.
But waiting felt like forever.
The Second Reminder
Later that morning, the class was lining up to go outside.
Owen loved recess.
The second Ms. Taylor said, “Line up!” Owen raced to the front.
He zoomed past Lucas and Sofia, squeezing in front of them.
Lucas groaned. “Owen! No cutting!”
Sofia crossed her arms. “We were here first.”
Ms. Taylor gave Owen a look.
“Owen, in our classroom, we wait our turn in line.”
Owen huffed and stomped to the back.
This was so unfair.
The Third Reminder
At recess, Owen and his friends ran to the swings.
There were only two swings—and three kids who wanted them.
Mia and Lucas reached them first.
Owen groaned. “Can I have a turn now?”
Lucas shook his head. “I just got on.”
Owen crossed his arms.
He hated waiting.
So, instead of waiting… he ran up and pushed the swing to make Lucas get off faster.
Lucas yelled. “Owen! Stop it!”
Ms. Taylor walked over.
“What happened?” she asked.
Lucas frowned. “Owen pushed my swing. He didn’t wait.”
Ms. Taylor turned to Owen.
“Owen, I know waiting is hard,” she said, “but pushing someone out of the way isn’t fair.”
Owen’s face burned.
“I just wanted a turn,” he mumbled.
Ms. Taylor nodded. “And you’ll get one. But waiting your turn means being patient—not taking something before it’s ready.”
Owen sighed and kicked at the grass.
Patience was not his favorite thing.
Understanding the Problem
That night at dinner, Owen’s mom noticed he was grumpy.
“What’s wrong?” she asked.
Owen crossed his arms. “I hate waiting.”
His mom smiled. “I get it. Waiting can feel hard.”
Owen sighed. “At school, I have to wait for everything. The blocks, the line, the swings…”
His mom nodded. “I know it’s not easy. But do you know why waiting is important?”
Owen shook his head.
His mom set down her fork.
“If nobody waited,” she said, “everyone would push and grab. It would be chaos.”
Owen thought about that.
It would be a mess if everyone just grabbed what they wanted.
Maybe waiting had a reason after all.
A New Plan
Owen’s mom smiled. “Want to know a trick to make waiting easier?”
Owen sat up. “Yes!”
She held up three fingers.
“First,” she said, “when you have to wait, take a deep breath.”
Owen took a deep breath.
“Second, do something else while you wait.”
“Like what?” Owen asked.
“Like count in your head, or watch what’s happening,” she said. “Or think about what you’ll do when it’s your turn.”
Owen thought about that. Maybe that could help.
“What’s the third thing?” he asked.
His mom grinned. “The third thing? Remember that your turn WILL come.”
That part made Owen feel a little better.
Maybe he could try it tomorrow.
The First Test
The next morning, Owen walked into class.
Ms. Taylor brought out the counting blocks again.
Owen wanted to grab them right away.
But then, he remembered his mom’s trick.
Deep breath.
He watched as Mia took her turn.
He counted in his head. One… two… three…
And then—finally—Ms. Taylor called his name.
“It’s your turn, Owen.”
He grinned and picked up the blocks.
He had waited!
The Next Challenge
At recess, Owen ran to the swings.
Lucas and Mia got there first again.
Owen felt himself getting frustrated.
But instead of pushing the swing, he tried his mom’s trick.
Deep breath.
Then, he looked around.
While he waited, he played hopscotch with Sofia.
And before he knew it…
Lucas called, “Hey, Owen! You can have my swing now!”
Owen lit up.
Waiting had actually worked!
Helping Others
Later that afternoon, something funny happened.
In line for lunch, Lucas cut in front of Owen.
Owen frowned.
“Hey, Lucas,” he said. “You cut.”
Lucas blinked. “Oh. Oops.”
Owen grinned. “It’s hard to wait, huh?”
Lucas laughed. “Yeah.”
“Want to count in your head?” Owen suggested.
Lucas nodded.
And together, they counted.
One… two… three…
Waiting wasn’t so bad after all.
A New Habit
By the end of the week, Owen wasn’t perfect at waiting his turn.
Sometimes, he still felt impatient.
But now, he knew what to do.
He took a deep breath. He did something else while he waited.
And he reminded himself that his turn would come.
Waiting wasn’t fun.
But it was fair.
And that made it worth it.
The Lesson: Why It Matters
Sometimes, waiting feels hard.
But when we wait our turn, we share. We take turns. We show respect to others.
And if we get impatient?
We can take a deep breath, do something else, and remember—our turn WILL come.
Because waiting is part of being fair and kind.
Using My Words
Noah felt things big.
When he was happy, he was really happy—jumping, laughing, and talking a mile a minute.
When he was excited, he couldn’t sit still—wiggling in his chair and clapping his hands.
But when he was frustrated?
That was the hardest of all.
Because sometimes, when Noah got upset, his words disappeared.
And instead of talking… he yelled, stomped, or even grabbed.
The First Problem
One morning, Noah was building with blocks.
He had worked so hard on his tower. It was tall—the tallest one yet!
But then, Mia ran past.
And before Noah could say anything…
CRASH!
His tower fell to the ground.
Noah’s face turned red.
His hands balled into fists.
Without thinking, he kicked a block across the room.
Ms. Patel, their teacher, looked up. “Noah, what’s wrong?”
Noah huffed.
“I—SHE—MY TOWER—” he sputtered.
He was so mad, he couldn’t even get the words out.
Ms. Patel put a hand on his shoulder.
“Noah, I can see you’re upset,” she said gently. “But instead of kicking, can you use your words?”
Noah took a deep breath.
His chest still felt tight.
But he managed to say, “Mia knocked over my tower.”
Mia’s eyes widened. “Oh! I didn’t mean to! I was just running by.”
Ms. Patel nodded. “That happens sometimes. Maybe next time, you could say, ‘Mia, please be careful near my tower.’”
Noah nodded slowly.
Maybe words could work…
But when he was really mad, words were so hard to find.
The Next Problem
At snack time, Noah reached for the last apple slice.
But right as he grabbed it—Lucas took it first.
Noah’s stomach dropped.
Without thinking, he snatched it back.
“Hey!” Lucas said, holding on. “I got it first!”
Noah glared.
He wanted to argue. He wanted to pull harder.
But then, he remembered what Ms. Patel said.
Use your words.
Noah took a deep breath.
“I wanted that apple,” he said.
Lucas shrugged. “Me too.”
Ms. Patel walked over. “What’s going on?”
“Noah grabbed the apple from me,” Lucas said.
“I had it first,” Noah muttered.
Ms. Patel nodded. “Sounds like you both wanted the same thing. What’s a way we can solve this with words?”
Noah hesitated.
“Maybe… we could split it?”
Lucas thought for a second, then nodded. “Okay.”
Ms. Patel smiled. “Great solution. You both got some, and no one had to grab.”
Noah felt a little proud.
Using words had worked.
Understanding the Problem
That night, Noah told his mom about his day.
“Ms. Patel keeps telling me to use my words,” he said. “But when I get mad, I don’t know what words to use.”
His mom nodded. “That makes sense. Big feelings can make words hard to find.”
Noah sighed. “So what do I do?”
His mom smiled. “Let’s practice. Imagine someone breaks your toy. What could you say instead of yelling?”
Noah thought. “I could say, ‘Hey, that was mine!’”
His mom nodded. “Good! And if someone takes something from you?”
“I could say, ‘I was using that. Can I have it back?’”
“Exactly,” his mom said. “And if someone is bothering you?”
“I could say, ‘Please stop. I don’t like that.’”
His mom gave him a high five. “See? You do have the words—you just have to practice using them.”
Noah smiled.
Maybe this could get easier.
Trying It Out
The next day, Noah sat at his desk, coloring.
He was almost done with his picture—a big, bright red rocket ship—when suddenly…
Lucas grabbed the red crayon right out of his hand!
Noah’s face heated up.
He wanted to yank it back.
But instead, he took a deep breath.
“Hey,” he said. “I was using that.”
Lucas blinked. “Oh. Can I use it when you’re done?”
Noah nodded. “Yeah.”
Lucas handed it back. “Okay. Let me know when you’re finished.”
Noah grinned.
That was way easier than getting mad.
The Next Challenge
At recess, Noah and Mia were building in the sandbox.
Noah had made a huge sandcastle.
Mia started digging really close to his side.
Noah’s hands clenched into fists.
She was getting too close.
He wanted to shove the sand away from her.
But instead, he took a deep breath.
“Mia,” he said, “can you dig on the other side? I don’t want my castle to fall.”
Mia nodded. “Oh, okay!”
She moved over.
And just like that—problem solved.
Still Learning
That afternoon, something harder happened.
Owen bumped into Noah’s desk, knocking his markers to the floor.
Noah’s stomach tightened.
His face felt hot.
He wanted to yell, “HEY! WATCH WHERE YOU’RE GOING!”
But his words got stuck.
Ms. Patel walked over.
“Noah, take a deep breath,” she said gently.
Noah breathed in. Then out.
Finally, he managed to say, “Owen, you knocked over my stuff.”
Owen looked guilty. “Oh. Sorry, Noah.”
He bent down and started picking up the markers.
Noah’s shoulders relaxed.
Using words wasn’t easy.
But it was getting easier.
Helping Others
At lunch, something funny happened.
Lucas accidentally spilled his juice.
Instead of using words, he stomped his foot and groaned loudly.
Noah watched.
He knew that feeling.
But now, he knew what to do.
“Lucas,” he said, “tell the teacher what happened. She can help.”
Lucas sighed. “But I’m so mad.”
“I know,” Noah said. “Take a breath. Then say what you need.”
Lucas sighed—then raised his hand.
“Ms. Patel, I spilled my juice. Can I get some paper towels?”
Ms. Patel smiled. “Good job using your words, Lucas. Yes, I’ll grab some.”
Lucas grinned at Noah.
“Hey, that actually helped.”
Noah nodded.
It really did.
A New Habit
By the end of the week, Noah wasn’t perfect at using his words.
Sometimes, when he got really upset, his hands still wanted to grab or stomp.
But now, he noticed it.
And when he stopped to take a breath—he could find his words.
His words helped him solve problems.
His words helped him be heard.
And his words made things better.
The Lesson: Why It Matters
Sometimes, big feelings make words hard to find.
But using words instead of yelling, grabbing, or stomping helps us solve problems and be understood.
And if we feel too mad to talk?
We can take a deep breath.
Then use words like:
- “I don’t like that.”
- “Please stop.”
- “Can I have a turn?”
- “That made me upset.”
Because using our words makes life so much easier—for us and for everyone around us.
Personal Space
Ben loved being close to people.
When he was happy, he gave big bear hugs.
When he was excited, he bounced up and down right next to his friends.
And when he wanted to talk, he leaned in super close—so close, his nose almost touched theirs!
But sometimes, Ben noticed something strange.
His friends stepped away when he got too close.
Or they looked uncomfortable when he hugged them.
Ben didn’t understand.
Didn’t everyone like being close?
The First Problem
One morning, Ben ran into class.
He was so excited—today was show-and-tell!
When he saw his best friend Lucas, he ran up and wrapped his arms around him in a huge hug.
Lucas froze.
“Uh… Ben?” Lucas said, squirming. “Can you let go?”
Ben frowned but let go.
“I just wanted to say hi,” he said.
Lucas smiled. “That’s okay. But I don’t really like hugs in the morning.”
Ben blinked.
Why wouldn’t someone want a hug?
The Second Problem
Later, Ms. Patel called on Sofia to share first.
Ben loved show-and-tell.
As Sofia talked, Ben got so excited, he leaned forward…
And forward…
And forward…
Until he was right in her face!
Sofia leaned back, her eyes wide.
“Uh, Ben?” she said. “You’re kinda in my space.”
Ben blinked.
Her space?
They were all in the same classroom—wasn’t it everyone’s space?
Learning About Personal Space
After show-and-tell, Ms. Patel called Ben over.
“Ben,” she said gently, “have you ever heard of personal space?”
Ben shook his head.
Ms. Patel smiled. “Personal space is the bubble around a person’s body. Everyone has one.”
Ben looked confused. “But I don’t see a bubble.”
Ms. Patel laughed. “It’s not a real bubble, but it’s a way we know how close to stand to people.”
Ben tilted his head. “But I like being close.”
“I know,” Ms. Patel said. “But not everyone does. And when we get too close, it can make people feel uncomfortable.”
Ben thought about that.
“Like when I hugged Lucas and he pulled away?”
“Exactly,” Ms. Patel said. “Or when you got too close to Sofia.”
Ben nodded slowly.
Maybe he was standing too close sometimes.
The Arm Rule
That night, Ben told his dad about personal space.
“But how do I know how much space to give?” he asked.
His dad smiled. “There’s a trick for that.”
He held out his arm.
“If you stretch your arm out,” he said, “your fingertips show a good amount of space.”
Ben stretched out his arm.
“That far?” he asked.
His dad nodded. “For most people, yes. If you’re closer than that, you might be in their personal space.”
Ben thought about that.
Maybe he could try it tomorrow.
Trying It Out
The next morning, Ben walked into class.
He saw Lucas at his desk.
Ben started to run up for a big hug—then stopped.
He stretched out his arm.
Lucas was too close.
Ben took a step back.
“Morning, Lucas!” he said instead.
Lucas smiled. “Morning, Ben.”
Ben grinned.
That was easy!
The Next Challenge
At recess, Ben saw Mia drawing with chalk.
“Can I help?” he asked.
Mia nodded. “Sure!”
Ben plopped down next to her.
Then he noticed—he was really close.
Ben stretched out his arm.
Oops.
Too close.
He scooted back.
Mia smiled.
And just like that—problem solved!
Still Learning
That afternoon, something harder happened.
Ben was waiting in line for the slide.
He was so excited, he started bouncing up and down.
Without thinking, he bumped into Sofia.
“Ben!” she said, stepping forward. “You’re too close!”
Ben froze.
He had forgotten to check his space.
“Sorry,” he said, stepping back.
Sofia smiled. “Thanks.”
Ben felt proud.
He was getting better at this.
Helping Others
At lunch, something funny happened.
Owen was standing super close to Lucas while talking.
Lucas looked uncomfortable.
Ben watched.
He knew that look.
So he leaned over and whispered, “Owen, I think you’re in Lucas’s personal space.”
Owen blinked. “Huh?”
Ben stretched out his arm.
“You’re closer than this,” he said.
Owen looked at Lucas, then took a step back.
Lucas smiled.
“Thanks, Ben,” Owen said.
Ben grinned.
He liked helping people understand personal space.
A New Habit
By the end of the week, Ben wasn’t perfect at personal space.
Sometimes, he still forgot and got too close.
But now, he noticed it.
And when he stretched out his arm, he could fix it.
Personal space wasn’t about not being close.
It was about making sure everyone felt comfortable.
And that made it worth it.
The Lesson: Why It Matters
Everyone has a personal space bubble—a space around their body where they feel comfortable.
If we get too close, people might feel uncomfortable.
So, to check our space, we can:
- Stretch out our arm—if we’re closer than that, we step back.
- Notice how people react—if they lean away, we give them more space.
- Ask! “Is this too close?”
Because respecting personal space helps everyone feel comfortable!
Benefits of Social Stories for Kids
Social stories help kids learn, grow, and feel more confident in everyday situations!
Emotional Understanding
- They help kids understand their own feelings.
- They show how others might feel too.
Behavioral Guidance
- They guide kids on what to do in different situations.
- They make new or tough situations feel less scary.
Social Skills Development
- They help kids learn to communicate and play with others.
- They build confidence in everyday actions like sharing, taking turns, or asking for help.
Inclusivity
- They support kids with autism and other special needs.
- They help all kids understand and include one another.
Key Components of a Social Story
Discover what makes a great social story and how it helps kids learn and grow!
Language
- Use simple and clear words.
- Often written in the first person (like “I can share”).
Structure
- Descriptive sentences: Explain what is happening.
- Perspective sentences: Share how others might feel.
- Directive sentences: Guide what to do.
Visuals
- Use pictures, drawings, or symbols to help explain the story.
Tone
- Keep it positive, showing that challenges are chances to learn.
How to Create Effective Social Stories?
Learn simple steps to create social stories that help kids understand and navigate the world!
Identify the Goal
- Choose the social situation or behavior you want to focus on, like making friends or dealing with frustration.
- Make sure the story fits the child’s age, interests, and abilities.
Gather Information
- Watch the child to see what they need help with and what challenges they face.
Structure the Story
- Beginning: Explain the situation clearly.
- Middle: Describe what happens and why it’s important.
- End: Give advice on how to handle it in a positive way.
Use Clear Language & Visuals
- Keep sentences short and simple.
- Add pictures, photos, or symbols to help explain the story.
Maintain a Positive Tone
- Frame challenges as chances to learn, and celebrate the child’s progress.
Tips for Using Social Stories Effectively
Make social stories work for your child with these simple and effective tips!
Consistency
- Read the story often.
- Use role-playing and real-life examples to help reinforce the lesson.
Personalization
- Add the child’s name, favorite characters, or hobbies.
- Adjust details so the story fits the child’s level.
Collaboration
- Work with parents, teachers, or therapists to create and use the story.
- Involve the child in making the story when you can.
Patience and Flexibility
- Remember that learning takes time and practice.
- Be open to changing the story based on how things go.
Adapting Social Stories for Different Ages and Needs
Learn how to tailor social stories to fit different ages, abilities, and learning styles!
Younger Children
- Use very simple words.
- Include lots of pictures to help explain the story.
Older Children
- Add more details and slightly longer sentences.
- Cover more complex social situations.
Children with Special Needs
- Adjust the amount of detail based on the child’s needs.
- Use clear, simple language and visuals that fit their learning style.
Cultural and Individual Sensitivity
- Make sure the story feels relatable and respectful of different backgrounds.
- Use examples that match the child’s experiences.
Implementing Social Stories in Daily Routines
Make social stories a natural part of your child’s daily routine for better learning and growth!
At Home
- Use stories to help with daily routines, like bedtime or getting ready for school.
- Read them before new situations, like going to the doctor.
In School
- Include social stories in class discussions and group activities.
- Use role-playing to help kids practice social skills.
In Therapy
- Use stories as part of behavior support plans.
- Read them during sessions to help with emotions and social skills.
Challenges and Considerations
Understanding the challenges of social stories can help you use them more effectively!
Potential Limitations
- Social stories don’t work for every situation.
- Some kids may need extra support, like practice or other strategies.
Ongoing Assessment
- See if the story is helping.
- Make changes if needed to fit the child better.
Cultural Sensitivity
- Make sure the story is respectful and relatable for different backgrounds.
- Use examples that feel familiar to the child.
Conclusion
Social stories help kids understand social situations, manage emotions, and build confidence. They use simple language, pictures, and a positive tone to guide behavior. When used consistently, they can make daily life easier for children.
Small, steady steps can lead to big progress. Every child learns at their own pace, so patience and flexibility are important.
Parents, teachers, and therapists can start using social stories in daily routines. Exploring additional resources, such as examples and templates, can help in creating effective stories.
Mark Richards is the creative mind behind Classica FM, a podcast platform that brings stories, knowledge, and inspiration to listeners of all ages. With a passion for storytelling and a love for diverse topics, he curates engaging content—from kids’ tales to thought-provoking discussions for young adults.
