Purpose of Social Stories
The purpose of social stories is to provide positive, clear and reassuring explanations of social situations, helping mainly autistic people to better understand what to expect from a specific activity and how to act appropriately. They also aim to improve the behaviour and the social understanding of one person. Carol Gray developed social stories to narrow the information in a predictable way that brings feelings of safety and reduces anxiety and confusion that can arise from unfamiliar or challenging situations.
A well-written social story brings a new world of benefits, and the impact can be clearly seen. The purpose of a social story can:
Enhances confidence in new or challenging situations and gains better social skills
Teach particular social behaviours (how to wait in line, how to cross the street, how to greet other people, etc.)
Promote understanding and reduce confusion
Support various learners, including children/people with language delays, intellectual disabilities, or sensory processing differences.
Help people prepare for transitions (moving to a new home, starting a new college, travelling to a new city, etc.)
Common Types of Social Stories
Acting as a bridge of understanding, a social story offers comfort, builds skills, learn social norms and sparks connection through the positive language and the respectfulness it holds. Each story must have a unique sentence type, and there are basic sentence types that serve a purpose and can help the person reading it understand better.
But now let’s explore the five common types of social stories: problem-solving stories, skill-building stories, stories for self-care skills, “what if?” stories, and coping stories. Each type has its own purpose, yet they all work together to help people feel safer, more understood, and more prepared for the world.
Problem-Solving Stories
Problem-solving stories are written and used when someone may not know yet how to respond to a tricky situation, and needs to learn to work through the struggles. These stories gently guide the reader through the problem, why it happens, and what choices they can make when it comes up.
Example:
“Sometimes, I have to wait. Waiting can be hard. I can take deep breaths. I can look at something I like. I can remember that waiting will end. I am learning to wait.”
These stories can ask kind questions like:
What helps me when I feel frustrated?
Who can I talk to when I don’t know what to do?
How can I remind myself that I am safe?
Skill-Building Stories
Skill-building stories teach new social or practical skills in a clear and respectful way, especially for children . They break down the steps and explain why each step is important. This can include skills like taking turns in a game, joining a group activity, asking for help, or using kind words.
Example:
“When I want to play with others, I can walk over and say, ‘Can I play too?’ They might say yes or no. That is okay. I can try again later or find someone else to play with.”
These stories can gently ask:
What do I do when I want to join in?
How do I show that I’m listening?
How can I practice this new skill with someone I trust?
Stories for Self-Care Skills
Learning how to care for ourselves is important for greater independence and confidence. These stories can teach routines like brushing teeth, getting dressed, using the toilet, or washing hands. They help the person know what to expect and how to do it step by step.
Example:
“When I wake up, I go to the bathroom. I use the toilet. Then I wash my hands with soap and water. I dry them with a towel. My hands are clean and I feel ready for the day.”
These stories might explore:
What helps me remember each step?
How do I feel after taking care of myself?
Who can help me if I forget something?
“What If?” Stories
The world is full of surprises. For some autistic people, unexpected changes or “what if” moments can cause worry. “What If?” stories prepare the person for different outcomes or situations, even ones that don’t happen often. They reduce fear and increase flexibility.
Example:
“Sometimes, plans change. What if the swimming pool is closed? I might feel disappointed. That is okay. I can talk about it. I can choose something else fun to do.”
These stories help build calm by asking:
What can I do when something changes?
How do I feel when I don’t know what will happen?
What helps me feel better in those moments?
Coping Stories
Coping stories are created to support emotional well-being. They help someone name and understand their feelings and find safe responses. These stories might focus on anxiety, anger, sadness, or even excitement. They might include breathing techniques, sensory breaks, or reminders that feelings come and go.
Example:
“Sometimes I feel worried. My heart beats fast. I can take slow breaths. I can squeeze my hands together. I can talk to someone I trust. I am learning to feel calm again.”
These stories ask questions like:
What does my body feel like when I’m upset?
What helps me feel calm and safe?
Who can I talk to when I need help?
Identifying Target Skills or Behaviours
To create a meaningful social story, we must first ask: What skill or desired behaviour does this person want or need to learn? Maybe it’s learning to say “hello” to others, asking for help, or understanding how to cope when plans change. These are what we call target skills or behaviours. They are the focus of the story and the starting point for the person’s journey.
But how do we know which skill is most important? The answer often comes through observation, gentle conversations, and listening to the person and their support network, including families, teachers, and care teams. It’s not just about what the person should learn. It’s about what helps them feel safe, respected, and able to participate fully in life.
Once the target skill is chosen, the next step is creating the social story. Social stories follow a structure that is easy to understand. They often include:
Descriptive sentences: explaining the situation.
Perspective sentences: describing how others might feel or react.
Directive sentences: gently suggesting what the person can do.
Here’s a simple example:
Sometimes I feel upset when I have to wait. Waiting can be hard. Other people also wait their turn. While I wait, I can take deep breaths or count to ten. This can help me stay calm. Soon, it will be my turn.
Notice how the language is soft and respectful. It doesn’t demand. It guides.
⇒ Read more about The Key Elements of a Great Social Story.
Tailoring the Story to the Person
Every person has their own unique characteristics, so every social story should be, too. A well-tailored story considers the person’s age, communication style, learning preferences, sensory needs, culture, and interests. This helps make the story more relatable and effective. For example, a teenager learning about using public transport may benefit from a story with realistic photos and age-appropriate language, while a younger child might prefer colourful drawings and simpler phrases. The key is to meet the person where they are, not where we think they should be.
Personalising the story also means using language that reflects how the person communicates and understands the world. This could mean writing the story in first-person (“I go to the dentist”) or using visual symbols, sign language, or audio narration if that’s what the person responds to best. Including the person’s favourite characters, places, or routines can make the story more engaging and comforting. It’s also helpful to involve those who know the person well, such as parents or support staff, to ensure the story reflects real-life experiences and challenges.
Tailoring also involves being flexible and open to change. As the person grows or their needs shift, the story may need to be updated. What worked last year might not be relevant today. That’s okay. Social stories are meant to evolve. Involving the person in reviewing and editing their story encourages them to take ownership of their learning and supports their sense of identity.
Autism Support with Leaf Complex Care
We encourage and enable the people we support to engage with activities they enjoy, build friendships, and feel part of their local communities. Whether volunteering, attending events, or simply visiting a favourite café, we help create safe pathways to participation.
Autism support with Leaf Complex Care is not about changing who someone is. It’s about recognising their worth, walking alongside and supporting people to build a life that feels authentically theirs.
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Our therapists and care teams are committed to working collaboratively with families, case commissioners and social workers to ensure the best care outcomes. We welcome your inquiries and are here to assist with any information you need.
We provide support across the UK, with offices in Bristol, the South East, the Midlands and Somerset.
