Social Stories are personalised, short narratives written in simple language that describe specific social situations, skills, achievements, or concepts from a person or child’s point of view. Originally developed in 1990 by Carol Gray, they were designed to help individuals with autism navigate a world that often relies on unspoken social expectations.
About Carol Gray
Social Story Ideas
Social Stories Explained
What is a Social Story?
A Social Story is more than just a set of instructions; it is a tool used to increase predictability by making implicit social information explicit. They provide accurate information about what to expect in a given situation and why things happen, which helps to reduce anxiety and promote self-awareness.
While they were first created for children on the autism spectrum, Social Stories are now recognised as a valuable resource for individuals of any age who experience challenges with social communication
Why Use Social Stories?
The primary goal of a Social Story is to clarify social expectations rather than to “fix” or change a person’s behavior. They are particularly effective because:
They Promote Self-Management: They help individuals develop self-calming and self-promoting skills.
They Reduce Uncertainty: Many behavioural difficulties arise from not knowing what will happen next; these stories provide a “roadmap” for new or difficult situations.
They are Visual: Many neurodivergent individuals are visual learners, and Social Stories often incorporate pictures or actual photographs to enhance understanding.
A Neurodiversity Affirming Approach
When creating Social Stories, it is essential to ensure they are neurodiversity affirming.
This means:
Respecting Autonomy: The story should not take away a person’s agency or tell them exactly how they “must” act.
Validating Feelings: It is important to describe how someone might feel, rather than telling them how they should feel.
Avoiding Forced Compliance: Stories should not be used to force a child to sit still or comply with neurotypical norms if there is an underlying sensory need being neglected.
When and How to Use Them
Timing is Key: Read the story immediately before the challenging situation or event to provide a fresh reminder.
Frequency: New stories should be read frequently. As the person becomes more comfortable with the situation, the frequency can be faded out.
Personalisation: The most effective stories include real names, places, and photos of the actual environment.
Involvement: Whenever possible, invite the individual to help create the story.
Examples of Common Situations
Social Stories are highly effective for preparing for specific, concrete events:
Medical Appointments: Walking through the steps of a visit to the dentist or doctor.
School Changes: Preparing for a new teacher, a substitute, or a school assembly.
Routine Variations: Managing the anxiety of waiting in line or experiencing a change in the daily schedule.
Social Events: Understanding what might happen at a birthday party or holiday gathering.
Note: While Social Stories are a powerful tool, they are not a “quick fix” and work best when integrated with other supportive strategies like role-playing or visual schedules
How to Create an Effective Social Story
Carol Gray’s Social Stories 10.2 criteria provide a structured framework for writing these narratives to ensure they remain patient, supportive, and safe for the audience.
1. The Writing Style
Use the First Person: Write from the perspective of the individual (using “I” or “me”).
Maintain a Positive Tone: The language should be encouraging and avoid a corrective or “bossy” tone.
Keep it Simple: Use 1–2 simple sentences per step and limit the total length to between 5 and 20 sentences depending on the individual’s age.
2. The “Gr-eight!” Formula
A genuine Social Story must follow a specific ratio of sentence types to ensure it describes more than it directs.
Descriptive Sentences: These state facts, describe thoughts/feelings, or reassure the person (e.g., “The teacher is standing”).
Coaching Sentences: These gently guide behavior or identify possible responses (e.g., “I will try to be a good listener”).
The Ratio: You should aim for at least two descriptive sentences for every one coaching sentence.
