Social Stories

Introduction

Social Stories are short, individualised narratives that help a person understand a situation, event, activity or social expectation. They describe what may happen, explain the perspectives of the people involved and provide clear, reassuring information about possible responses. They may use written language, pictures or a combination of both, depending on the person’s age, communication and learning needs.

The approach was developed by Carol Gray for autistic children and adults. The term Social Story refers specifically to a story written according to Gray’s defined criteria. Similar resources may be described more broadly as social narratives or social scripts when they do not follow all these criteria.

This distinction does not mean that one approach will always be more useful than another. This website includes a range of narrative resources, some of which may not meet the full criteria for a Social Story. Their value depends on whether they are accurate, respectful, personalised appropriately and helpful to the individual child.

Although Social Stories were originally developed for autistic people, social narratives are also used with children who have a range of communication, learning, emotional or social needs. Whatever the context, a story should be designed to improve understanding and reduce uncertainty rather than simply secure compliance or correct behaviour.

Writing a social story or social narrative

A social story usually focuses on one clearly defined situation, event, skill or concept. It may be written in the first person, from the child’s perspective, or in the third person using their name. Second-person statements such as “You must…” should be avoided because they can make the story feel like a set of instructions.

The story should provide accurate information about what happens, where and when it happens, who may be involved and why particular actions or expectations are important. It may describe different perspectives, but it should not assume that the child or other people will always think, feel or respond in a particular way.

Most of the story should be descriptive. It may also include gentle suggestions about possible responses and explain how other people can provide help. These should offer reassurance and practical options rather than warnings about conflict, punishment or negative consequences.

The length, language and format should be suited to the individual child. Photographs, pictures or symbols may be included when they help the child understand the information. A short narrative may also be placed on a card or another portable format when the child finds it useful to revisit the information.

An adult can introduce the story when the child is calm and has enough time to explore and discuss it without pressure. It may then be revisited before the relevant situation. For example, a story about playtime could be read regularly before the child goes outside, provided this remains reassuring and helpful rather than becoming a demand.

A social story or social narrative should ideally be:

• developed with the child wherever possible
• based on a clear understanding of the child and the situation
• written using language suited to the child’s age and communication needs
• accurate, literal, positive and reassuring
• more descriptive than directive
• personalised to the child’s experiences, strengths and interests
• free from threats, punishment and unnecessary references to negative consequences
• designed to support understanding, emotional wellbeing and meaningful participation
• reviewed and adapted in response to the child’s experience
• used alongside any wider support or environmental changes the child needs

Using “we” as well as “I”

Carol Gray’s criteria recommend writing Social Stories in the first or third person. First-person stories commonly use I to present information from the individual’s perspective. However, we can also be helpful when it accurately describes an experience, responsibility or source of support shared with other people.

Using we may reassure a child that they are not alone.

For example:

“Sometimes we all feel worried when something unexpected happens.”

“If the fire alarm sounds, we leave the classroom together.”

It can also show that other people have responsibilities:

“We can work together to find somewhere quiet.”

Use we carefully. It should not suggest that everyone has the same thoughts, feelings or abilities, or disguise an instruction as a shared choice. Statements such as “We always enjoy parties” or “We keep our hands still” may be inaccurate or place unnecessary pressure on the child.

Choose between I, we and the child’s name according to what communicates the situation most clearly and accurately. Wherever possible, involve the child in deciding which wording feels natural, respectful and helpful.

Effective social stories and social narratives

An effective story should be:

• descriptive rather than prescriptive
• informative rather than persuasive
• accurate rather than based on assumptions
• safe, reassuring and supportive
• respectful of the child’s perspective and autonomy

The story should:

• have a clear and meaningful purpose
• answer the relevant who, what, when, where, how and why questions
• reflect the child’s knowledge and experience of the situation
• use the first or third person, or inclusive language such as we when this is accurate
• use clear, precise and age-appropriate vocabulary
• avoid ambiguity, figurative language or unnecessary detail that the child may misunderstand
• describe possible thoughts, feelings and responses without presenting them as certain
• provide more description than direction

A helpful structure often includes:

• a descriptive title that identifies the topic
• an introduction that establishes the situation or concept
• a main section that provides relevant details and personalised examples
• a reassuring conclusion that summarises the important information or available support

The story’s length, structure and presentation should be adapted to the child. A shorter or differently organised narrative may be more effective when it communicates the information clearly and meets the child’s individual needs.

Sentence Types

Earlier versions of Carol Gray’s framework described several sentence types, including descriptive, perspective, directive and affirmative sentences. These remain useful for understanding how a story works, although current guidance groups sentences principally into descriptive sentences and optional coaching sentences.

Descriptive sentences

These accurately describe the situation, including where and when it occurs, who is involved, what happens and why. Every story should contain descriptive information.

Perspective sentences

These describe possible thoughts, feelings, knowledge or motivations. They should avoid assumptions and acknowledge that different people may experience the same situation differently.

Directive or coaching sentences

These suggest a possible response or strategy. They should be written gently and provide helpful options rather than commands. Phrases such as I can, we can or I may try are usually more supportive than I must or I will.

Affirmative sentences

These reassure the child or emphasise an important shared value or fact. For example, they might explain that feeling worried is understandable or that asking for help is safe. They should not be used to justify an instruction, demand compliance or promise an outcome that cannot be guaranteed.

A story should always describe more than it directs. Descriptive sentences provide its foundation, while other sentence types should be included only when they add accurate, meaningful and supportive information.

Social Story Examples

A range of social story examples are available in Resources.

Resources

Effective Social Stories

Training handout on Social Stories

Sources

Carol Gray — Social Stories (official website) (accessed 8 October 2026).