Social Stories for Autism: How to Use Them in Special Education
Social stories are one of the most effective tools for supporting students with autism. Here's how to use them, how to write them, and where to find ready-made bundles.
Social stories are short, simple stories that describe social situations and appropriate responses. Developed by Carol Gray in the 1990s, they've become one of the most widely used tools in autism and special education classrooms. When used correctly, social stories can help students with autism navigate social situations, understand expectations, manage anxiety, and develop self-regulation skills. This guide covers everything you need to know about using social stories in your special education classroom.
What is a social story?
A social story is a short narrative written from the student's perspective that describes a social situation, explains what to expect, and suggests appropriate responses. Social stories follow a specific structure developed by Carol Gray: descriptive sentences (what happens), perspective sentences (how others feel), directive sentences (what to do), and affirmative sentences (reassurance). Example: 'When I go to the library, I use a quiet voice. Other people are reading and they like it to be quiet. I can whisper or use no voice. This makes the library a good place for everyone.'
Who benefits from social stories?
Social stories were originally developed for students with autism, but they're effective for many learners who struggle with social situations:
- Students with autism spectrum disorder (ASD)
- Students with ADHD who struggle with impulse control
- Students with anxiety disorders who need predictability
- Students with intellectual disabilities
- English language learners who need explicit social instruction
- Any young student learning social norms (preschool, kindergarten)
How to write an effective social story
Writing your own social stories is a valuable skill. Here are the key principles:
- Write from the student's perspective — Use 'I' statements ('When I feel angry, I can...')
- Be specific and concrete — Avoid abstract language ('be good') in favor of observable behaviors ('keep my hands to myself')
- Include descriptive, perspective, and directive sentences — Not just rules, but context and feelings
- Keep it positive — Focus on what TO do, not what NOT to do
- Use visuals — Pair text with pictures (photos, symbols, or illustrations)
- Keep it short — 1-2 pages max for elementary students
- Read it BEFORE the situation — Not during a meltdown
When to use social stories
Social stories are preventative tools, not reactive ones. Read them BEFORE the challenging situation, not during. Common situations that benefit from social stories:
- Transitions (changing activities, changing classrooms, end of year)
- New experiences (field trips, substitute teachers, fire drills)
- Social challenges (sharing, taking turns, joining play)
- Behavioral challenges (keeping hands to self, using kind words)
- Self-care routines (using the bathroom, washing hands, getting dressed)
- Emotional regulation (what to do when angry, sad, or frustrated)
Free vs premium social stories
You can find many free social stories online, but they vary widely in quality. Free stories often lack visuals, use abstract language, or don't follow Carol Gray's structure. Premium social story bundles are worth the investment because they include: professional illustrations that support the text, multiple stories for common situations, editable versions (so you can personalize), and visual supports (choice boards, behavior charts) that complement the stories.
Recommended social story resources
Our Social Stories Bundle includes 30 social skills stories covering common classroom and home situations: sharing, taking turns, using kind words, personal space, handling anger, going to the bathroom, waiting patiently, and more. Each story includes visuals, follows Carol Gray's structure, and comes with extension activities (comprehension questions, role-play scenarios).
Get the 30-story social stories bundle →
Frequently Asked Questions
At what age can you start using social stories?
Social stories can be used with children as young as 2-3 years old, though the format changes (more pictures, fewer words). For school-age children (5+), social stories with 1-2 sentences per page work well.
How often should I read a social story to a student?
Read the social story daily (or 2-3 times per week) BEFORE the target situation. For example, read the 'lining up' story every morning before lining up for recess. Once the behavior is established, you can fade to weekly or as-needed.
Do social stories really work for autism?
Research shows social stories are effective for many (not all) students with autism. They work best when combined with other supports (visual schedules, reinforcement systems) and when read proactively, not reactively.
Can I make my own social stories or should I buy them?
You can make your own, and personalization is valuable. But if you need stories for common situations (sharing, transitions, bathroom routines), buying a bundle saves time and ensures professional quality. Many teachers buy bundles AND write custom stories for unique situations.
