Making social stories and scripts to support your child

A social story is a short story that explains what might happen and what to do in a particular situation. These stories can be helpful for autistic children who struggle with social situations or changes in routine. You might also find a story helpful for your child if they are anxious about changes or if you’re preparing for a big event like a new baby or starting school.

People use terms like social stories, scripts and comic strips to describe a short story about social situations. This isn’t the same as Social Stories™ which is a concept developed and trademarked by Dr Carol Gray. If you sign up to Dr Carol Gray’s website, you can access a library of Social Stories™.

The examples on this page are a general guide to help you write stories and scripts about social situations.

Social stories can help your child to:

• feel prepared for a new experience or going to a new place
• reduce anxiety around a situation that might have upset them in the past
• understand what is expected of them in a particular situation
• know what they need to do to keep themself safe
• plan what they can do if they feel uncomfortable

Depending on your child’s age and understanding, you can make a social story with them or for them. Your child might want to make their own once they know how to do it.

Think about what you want the story to help your child achieve. This might be to help them to complete an action, have a conversation or feel more comfortable in a situation.

The story might:

• describe what they will be doing and why
• say where and when this happens and who will be there
• include any emotions your child and others might feel
• explain any actions your child will need to take
• include what they can do if things don’t go as planned

You can use words, pictures or both. Some children prefer a picture story or comic strip. Others prefer to read a written story or you might want to record an audio version.

Use a style of speaking that your child will understand and relate to. For example if you know they take things very literally, you might use words like ‘sometimes’ to be clear the situation might not happen exactly as described. You might want to build choices into your script if your child struggles with direct commands, especially if they are demand avoidant.

If you’re using pictures, think about what type of pictures your child will respond to. You might use photos or drawings. Some people like to put a picture of their child into the story so that they can understand that it relates to them.

Try the story with your child and be open to changing it if needed. Use it whenever your child may be faced with that situation.

You might find it helpful to use these example social stories and adapt them for your child.

Fire alarm practice

Sometimes my school and places I visit have fire alarm practices. They do this so that we know what to do when the alarm sounds. The fire alarm practice helps me to learn to stay safe if there is ever a fire. In a practice they are not real fires.

When I hear the fire alarm I stop what I am doing.

The alarm is loud and it might hurt my ears. It is OK. I can use my hands or ear defenders to cover my ears.

I get in line with other people. My body is calm. I walk outside.

I wait with my class or my family.

When I am told the fire alarm practice is finished I can go back inside and carry on with what I was doing.

Personal space

Sometimes I stand or sit close to people. But people need personal space.

Personal space is the space between my body and someone else’s body. It helps people feel safe and calm.

If I stand too close, someone might feel nervous or angry. If I touch someone who doesn’t want to be touched they might feel upset or uncomfortable.

I can give people space by keeping my hands to myself. I can stand or sit with a bit of space between us. When I talk to someone I can look at their face and stay about an arms length away from them.

That means I give them space even when I feel excited and happy.

In busy places like the bus or at school assembly space might be smaller and that’s OK. I can still try not to bump into people.

If I want a hug I can ask first. I can say ‘can I have a hug?’ and wait for an answer. If someone says ‘no’ it’s OK. I can smile or high five instead.

When I give people personal space they feel safe and happy.

I feel happy and proud when I remember to give space.

You can use the text version of this story or the graphic below.

Teeth brushing

Brushing my teeth helps keep my mouth clean.

I brush my teeth in the morning and before bed. That means I brush my teeth 2 times every day.

I go to the sink and put toothpaste on my toothbrush. I only need a small amount of toothpaste on my brush.

I brush the front, back and top of all my teeth. I move my toothbrush in small circles gently.

Brushing my teeth could taste minty or feel tingly in my mouth. That feeling is normal and only lasts while I am brushing.

I try to brush for 2 minutes. I can use a timer, count, or listen to a song to know when I am done.

Sometimes a grown up helps me to brush my teeth. That is OK. They want to help me keep my teeth clean.

I spit the toothpaste out into the sink when I finish. When I brush my teeth my mouth feels fresh, clean and healthy.

Page last reviewed: August 2025
Next review due: August 2028