Guides

Social stories for children: a guide for professionals

By the StoryLeap team · Published 21 October 2026

A social story is a short, personalized story that describes one situation, skill or concept in a clear and reassuring way, so a child knows what to expect. This guide covers what social stories are, when professionals use them, what the research says, and how to write one.

What is a social story?

Carol Gray, a teacher who worked with autistic students, developed Social Stories™ in 1990. A social story accurately describes a context, a skill, an achievement or a concept. It is usually short and simple, and it is written with a patient, supportive tone.

Gray defines ten criteria that separate a social story from a list of rules or a social script. The most important idea behind them: the story describes and explains. It does not lecture or correct.

Source: Carol Gray Social Stories: What are Social Stories? · Carol Gray Social Stories: definition and the Social Story criteria

When do professionals use social stories?

Speech-language pathologists, occupational therapists, special education teachers, psychologists and behavior professionals use social stories to prepare a child for something specific. Common examples:

A new or changing situation: the first day at kindergarten, a new teacher, moving house, a new sibling.
A visit that can feel stressful: the dentist, a haircut, a medical check-up.
A skill or routine: waiting for a turn, asking for a break, washing hands.
An achievement worth noticing: something the child did well, described so they can recognize it again.

Social Stories™ were developed for people with autism. Whether a story is the right tool for a particular child is a professional decision.

Does the research support social stories?

Social narratives are the broader group of interventions that social stories belong to. They describe social situations to highlight what matters in them, with examples of responding. In the 2020 review by the US National Clearinghouse on Autism Evidence and Practice (NCAEP), social narratives met the criteria for an evidence-based practice, based on 20 single-case studies and one group-design study, for learners aged 3 to 18.

That doesn’t mean a story works for every child or every goal. Results differ from child to child, and a social story is usually one part of a wider plan.

Source: Steinbrenner et al. (2020), Evidence-Based Practices for Children, Youth, and Young Adults with Autism, NCAEP · AFIRM (UNC Frank Porter Graham Institute): Social Narratives brief packet

How to write a social story

Choose one situation and one goal. Be specific: “arriving at kindergarten in the morning” rather than “behaving at kindergarten”.
Gather the details. Where it happens, who is there, what happens and in what order, and what the child likes or finds hard.
Write mostly descriptive sentences. Use four sentence types: descriptive (where, who, what happens), perspective (what people think or feel), directive (what the child can try) and affirmative (a positive outcome or a reassuring statement). Aim for about one directive sentence for every two to five descriptive or perspective sentences, so the story doesn’t read like a list of rules.
Match the length and words to the child. Base the number of sentences and the vocabulary on the child’s language level. Short is usually better.
Add visuals the child understands. Photos, drawings or picture symbols, ideally connected to the child’s interests and real places.
Read it together before the situation. Read it shortly before the activity, at the same time and place each time, and review how it went so you can adjust the story.

Source: Indiana Resource Center for Autism: Writing and using social narratives

Example: Maya’s first morning at kindergarten

A fictional example. The sentence type is shown in brackets.

In the morning, Mom and I walk to kindergarten. (descriptive)

At the gate, Teacher Dana says good morning. (descriptive)

Mom gives me a hug and says goodbye. She comes back after lunch. (descriptive)

Saying goodbye can feel hard. Lots of children feel that way. (perspective)

I can hold my dinosaur and wave from the window. (directive)

When Mom comes back, I can tell her about my day. (affirmative)

Common mistakes

Too many instructions. A story full of “I must” and “I will” becomes a list of rules.
Too long or too abstract for the child’s language level.
Describing what the child should not do, instead of what happens and what they can do.
Writing it once and never reviewing it after the situation.

Creating social stories with StoryLeap

In StoryLeap’s Social Story Creator, you answer a short questionnaire about the child, the situation and the goal. StoryLeap drafts a story from your answers. You review and edit every page before you save, print or share it with the family. StoryLeap does not decide whether a child needs a social story; you do.

See the tools

Related activities

Frequently asked questions

How long should a social story be?

As short as the situation allows. Base the number of sentences and the vocabulary on the child’s language level.

How often should we read the story?

Read it shortly before the situation it describes, at the same time and place each time, and review afterwards whether it helped. Adjust the story if the situation or the child changes.

What is the difference between a social story and a social script?

A social story mainly describes and explains a situation, with a patient and supportive tone. A social script mostly tells the child what to say or do. Carol Gray’s criteria are designed to keep social stories descriptive.

Are social stories evidence-based?

Social narratives, the group of interventions that includes social stories, meet the evidence-based practice criteria in the 2020 NCAEP review for learners aged 3 to 18. Results vary between children, so the professional decides when a story fits.