A collection of practical social stories covering meeting friends, taking turns, asking for help, and managing emotions for young children.
Social stories are one of the most powerful tools parents and educators can use to help children with autism navigate social situations. Created by Carol Gray in the 1990s, these simple narratives describe social situations in a way that’s easy for children with autism to understand and remember. For children ages 4-7, social stories can make the difference between feeling overwhelmed by social expectations and confidently participating in everyday interactions.
What Are Social Stories?
Social stories are short, simple descriptions of social situations that include specific information about what to expect, why certain things happen, and how to respond appropriately. They’re written from the child’s perspective and use gentle, positive language to explain social norms and expectations.
For young children with autism, social stories serve as a bridge between their concrete thinking style and the abstract world of social interaction. They break down complex social scenarios into manageable, understandable pieces.
How Social Stories Help Children with Autism
Children with autism often struggle with the unpredictability and unwritten rules of social interaction. Social stories help by:
- Providing predictable structure for unpredictable situations
- Explaining the “why” behind social rules
- Reducing anxiety about new or challenging situations
- Teaching appropriate responses and behaviors
- Building confidence through preparation and practice
Essential Social Stories for Ages 4-7
Here are carefully crafted social stories covering the most important social situations young children encounter:
Meeting New Friends
“Sometimes I meet new people who might become my friends. When I meet someone new, I can say ‘Hello, my name is [child’s name].’ I can look at their face when I talk to them. This shows them I’m being friendly.
The new person might tell me their name too. I can try to remember it. If they want to shake hands, I can shake their hand gently. Some people might wave instead, and that’s okay too.
Meeting new friends can feel exciting. When I’m friendly to others, they often want to be friendly back to me. This is how friendships begin.”
Taking Turns
“Sometimes when I want to play with a toy or game, other children want to play with it too. This means we need to take turns. Taking turns means one person plays first, then another person gets to play.
When it’s not my turn, I can wait patiently. I can count to ten in my head, take deep breaths, or watch the other person play. Waiting can be hard, but I can do it! When I wait nicely, others like to play with me.
When it’s my turn, I get to have fun with the toy or game. I will remember that others are waiting for their turn too, so I’ll share when my turn is over. Taking turns makes playing fun for everyone!”
Asking for Help
“Sometimes I need help with things that are hard for me. Everyone needs help sometimes – even grown-ups! When I need help, I can raise my hand if I’m in class, or I can say ‘Excuse me, can you help me please?’
It’s okay to ask for help. Teachers, parents, and other grown-ups want to help me learn and do my best. When I ask nicely, people are usually happy to help me.
After someone helps me, I can say ‘Thank you!’ This shows them I’m grateful for their help. Asking for help when I need it is a smart thing to do.”
Managing Big Emotions
“Sometimes I feel really big emotions like anger, sadness, or frustration. These feelings are normal, and it’s okay to have them. Everyone has big emotions sometimes.
When I feel a big emotion, I can try some things to help myself feel better. I can take three slow, deep breaths. I can count to ten slowly. I can ask for a break if I need one. I can tell a grown-up how I’m feeling.
Big emotions don’t last forever. They come and then they go away, like clouds in the sky. When I use my calm-down strategies, I feel better faster. I’m learning to handle my big emotions!”
Using Words When I’m Upset
“Sometimes things happen that make me upset or frustrated. When this happens, I might want to yell, hit, or throw things. But there’s a better way to handle these feelings.
I can use my words to tell people how I feel. I can say ‘I’m frustrated’ or ‘I’m upset’ or ‘I need help.’ When I use my words, people understand me better and can help me.
Using words is much better than hitting or yelling. When I use my words, people listen to me and want to help. I’m learning to be a good communicator!”
Sharing with Others
“Sometimes I have toys, snacks, or other things that my friends or siblings would like to use too. Sharing means letting others use or have some of what I have.
When I share, it makes others happy. They like to play with me more when I share. I can share by taking turns, by giving someone a piece of my snack, or by letting someone use my toy for a little while.
I still get to have my things back when we’re done sharing. Sharing doesn’t mean giving away my things forever. When I share with others, they often share with me too!”
Following Classroom Rules
“My classroom has rules that help everyone learn and feel safe. Some rules might be: raise your hand before speaking, keep your hands to yourself, and listen when the teacher is talking.
Following rules can be hard sometimes, but rules help everyone have a good day. When I follow the rules, my teacher is proud of me and my classmates feel comfortable.
If I forget a rule, that’s okay. I can try again. My teacher will help remind me about the rules because they want me to succeed!”
Tips for Using Social Stories Effectively
Before the Situation
- Read the story multiple times when your child is calm and attentive
- Use simple pictures or drawings to support the text
- Practice the skills described in the story through role-play
- Make it part of your regular routine (like bedtime stories)
Customizing Stories
- Use your child’s name and specific details from their life
- Include people and places your child knows
- Adjust the language level to match your child’s understanding
- Add your child’s special interests when possible
Making Stories Visual
- Take photos of your child demonstrating the appropriate behaviors
- Use simple drawings or picture symbols
- Create a small book your child can carry and reference
- Consider making digital versions with your child’s voice reading along
When to Introduce New Social Stories
Timing is important when introducing social stories. The best times include:
- Before starting a new school or program
- When a specific social challenge repeatedly occurs
- Before attending new social events (parties, family gatherings)
- When your child shows interest in making friends
- During calm moments, not during or immediately after difficult situations
Measuring Success
Success with social stories might look different for each child. Look for:
- Increased calm behavior in previously challenging situations
- Your child referencing the story independently (“Remember, we take turns”)
- Improved social interactions with peers
- Reduced anxiety about social situations
- Your child asking for the story to be read
Collaborating with Teachers and Therapists
Social stories work best when everyone in your child’s life is using them consistently:
- Share successful stories with your child’s teacher
- Ask teachers about social challenges they observe at school
- Work with your child’s therapist to create stories that target IEP goals
- Ensure caregivers and family members understand how to use the stories
Remember
- Keep stories simple and positive
- Focus on what TO do, not what NOT to do
- Be patient – it may take time to see results
- Celebrate small improvements and progress
- Every child responds differently – what works for one may not work for another
- Social stories are just one tool in your toolkit
Social stories are a gentle, effective way to help your child navigate the complex world of social interaction. By providing clear expectations and teaching appropriate responses, you’re giving your child the tools they need to build confidence and form meaningful connections with others. Remember to be patient with the process and celebrate every small step forward in your child’s social development.