How to write a social story (with a free template)

How to write a social story in 6 steps

Writing a social story takes six steps: choose, gather, write, personalise, add pictures, then share and fade.

1. Choose one situation and decide what you want the child to understand.
2. Gather information: see the situation from the child's side.
3. Write it: a title, beginning, middle and end, using mostly describing sentences.
4. Personalise it: the child's name, real places, real people and interests.
5. Add pictures: photos of places, symbols or illustrations.
6. Share it, then fade it: read it at calm times before the event, then less often.

Step 1: Choose one situation and a goal

Pick one specific situation, not a whole topic, and make the goal understanding rather than compliance.

"School" is too big; "having a supply teacher" or "the fire drill" is the right size. Frame the goal around understanding: "Leo understands why the fire alarm rings" works; "Leo stops covering his ears" doesn't, because covering his ears may be what helps him. Moving to a new class is one of the most common; see social stories for school transitions.

Step 2: See it from the child's side

First, find out what the child finds confusing or worrying about the situation.

• Where and when does it happen, and who's there?
• How does it start and end?
• What exactly is hard: the noise, the waiting, not knowing what comes next, a change of adult?
• Are there words that might cause worry and are best avoided?

Ask parents, the TA and, wherever possible, the child. Nottinghamshire Healthcare NHS's how-to page lists more "gather information" questions.

Step 3: Write it: title, beginning, middle, end

Use a clear title, introduce the situation, describe what usually happens and how people feel, and end reassuringly.

How long should it be?

As short as it can be while still answering the child's questions. Our social stories guide has a table of typical lengths for EYFS, KS1 and KS2.

First person or third person?

First person ("I") suits most younger children; older pupils often prefer third person.

Use "usually" and "sometimes"

Real life changes, so usually, sometimes and might keep the story honest.

Step 4: Use the right kinds of sentences

Describe much more than you direct: most sentences should explain what happens and how people feel, with few or no "I can try" sentences.

| Sentence type | What it does | Fictional example | |---|---|---| | Describing | States facts about what happens | "Sometimes the fire alarm rings at school." | | Perspective | Explains what others might think or feel | "The teachers want everyone to be safe." | | Coaching ("I can try") | Gently suggests a response, with choice | "I can try holding Mr Patel's hand on the way out." | | Reassuring | Comforts and confirms | "When the fire drill is finished, we go back inside." |

Carol Gray, who created Social Stories™, keeps stories mostly descriptive, with few or no coaching sentences: her current 10.4 criteria (2023) ask for descriptive sentences at least four times as often as coaching ones, and at most one sentence coaching the child. Older summaries, such as the Nottinghamshire NHS page, give a similar ratio. A social story is not a list of rules, so avoid "I must".

Make it personal

Using the child's own name, familiar places and interests makes a story feel like theirs. A child who's into dinosaurs might find "we walk out in a line, like a long diplodocus" easier to picture.

Step 5: Choose pictures: photos, symbols or illustrations?

Choose pictures that are clear, match the words and don't add confusion; there's no single right style.

• Photos of real places are very concrete.
• Symbols (e.g. Widgit) suit children who already use them.
• Illustrations avoid needing photos of the child.

You don't need a pupil photo: an illustrated character sharing the child's look and support items works too (see our data and safeguarding page). Check pictures with the child, as some find certain images, including AI-generated ones, unsettling.

Step 6: Share it, then fade it out

Read the story at a calm time before the situation, repeat it a few times, then use it less often as things become familiar.

• A calm time, never mid-situation or straight after an upset.
• Before the event: days ahead for a big change, that morning for a small one.
• A few times, letting the child hold it or listen to audio.
• Keep it available: book bag, tablet, classroom.
• Fade it out as the situation becomes familiar.

A worked example: "Leo has a fire drill"

Here's a short social story for Leo, a fictional Year 2 pupil, with each sentence labelled.

| # | Sentence | Type | |---|---|---| | 1 | Fire drills at school | Title | | 2 | Sometimes we have a fire drill at school. | Describing | | 3 | A fire drill is a practice, so everyone knows what to do if there is ever a real fire. | Describing | | 4 | When the drill starts, the fire alarm rings. It is very loud. | Describing | | 5 | Some people do not like the loud sound. That is OK. | Perspective / reassuring | | 6 | I can try wearing my ear defenders, which are in my tray. | Coaching | | 7 | Mr Patel, our TA, usually walks next to me. | Describing | | 8 | We walk outside to the playground and stand in our class line. | Describing | | 9 | The teachers count everyone, because they want everyone to be safe. | Perspective | | 10 | When the fire drill is finished, we go back inside to our classroom. | Reassuring |

Nine lines explain; one offers a real, available choice.

Free social story template you can copy

Copy this fill-in-the-blanks social story template into a document and delete any line that doesn't fit.

Title: [The situation, e.g. Going to assembly]

This is me: My name is [first name]. I am in [class/year].
What happens: Sometimes / Most days, [what happens].
It happens in [real place]. [Who] is usually there.
First, [what usually happens]. Then, [what happens next].
It might be [noisy / busy / different] because [reason].
What people might think or feel: [Person] wants [positive goal].
Some children feel [feeling] when [situation]. That is OK.
What I can try: If I feel [feeling], I can try [one gentle choice].
Reassuring ending: [e.g. After assembly, we go back to class.]

Want a heads-up before the tricky moments come round? Get the free Tricky Moments Calendar: 10 printable A4 pages with 40+ changes to prepare pupils for, term by term and on any day, each with a story starter, plus a year-at-a-glance wall page and a one-page story planner. No pupil information needed.

Common mistakes (and quick fixes)

Most stories that "flop" are too long, too directive, badly timed or too generic.

• Too long: cut anything the child doesn't need.
• Too many "I must" lines: describe instead; one "I can try" at most.
• Read once, in a crisis: read it calmly, several times, beforehand.
• Picturing the behaviour you want to stop: show what helps instead.
• Generic, not personal: add their name, places and interests.

Making stories faster with ReadyStories

ReadyStories was built by Conor, a teacher, for UK primary and special schools. It writes and illustrates a personalised story in minutes, inspired by Carol Gray's Social Stories™ approach, showing each pupil as an illustrated avatar, not a photo. You can review and edit every story before you read, print or share it. It's free during the beta, with no card needed.

Become a founding school: free during the beta, no card needed →

FAQs

How do you write a social story step by step?

Choose one situation, find out how the child sees it, write a short story using mostly describing sentences, personalise it, add clear pictures, then read it calmly before the situation.

How long should a social story be?

Only as long as the child needs. Younger children often manage best with four to six short pages of one sentence each; older pupils may prefer a single page.

Should a social story be in first or third person?

Most younger children respond well to first person ("I go to assembly"), because it's clearly their story. Older children often prefer third person or a neutral guide style.

What are the sentence types in a social story?

Describing (facts), perspective (what others think or feel), coaching (a gentle "I can try") and reassuring sentences. Use far more describing than coaching sentences.

Can I use photos of the child?

Schools should follow their own policies and think about privacy, especially with digital tools. Photos of the places involved, plus an illustration or avatar that shares the child's look, can feel just as personal.

How often should I read a social story with a child?

Read it a few times at calm moments before the situation, for example daily in the week before a school trip. Read it less often as things become familiar.

Is there a free social story template?

Yes. There's a free fill-in-the-blanks template on this page you can copy into any document. ReadyStories also makes personalised, illustrated stories, free during the beta, and you can review and edit every story.

What should you avoid in a social story?

Avoid rules, "I must" sentences and promises like "always". Never picture the child doing a behaviour you want them to stop, and don't introduce the story during or straight after an upset.

In short

• Pick one situation, and find out how the child sees it.
• Describe far more than you direct, and make it personal.
• Read it calmly, before the event, then fade it out.

For the bigger picture, read our complete guide to social stories.

Writing stories for several pupils at your school? Become a founding school: free during the beta, no card needed →

Parents and carers: get the free Tricky Moments Calendar, and share this page with your child's teacher or SENCO.