Social stories
Social stories were first developed by Carol Gray in the 1990s as a tool to help interpret social interactions, which can sometimes be confusing or overwhelming.
Social stories are short, simple, and descriptive narratives used to help individuals – particularly those with neurodiversity – understand and navigate social situations and, ultimately, reduce stress and overwhelm. They offer a clear guide on what to potentially expect in different scenarios. Reading social stories can also provide alternative perspectives which neurodiverse individuals can relate to and, therefore, feel less isolated in how they feel about or respond to situations.
Key Features of Social Stories
Descriptive: The story explains what will happen, who is involved, where it will take place, and when. It helps to manage expectations and reduce fear of the unknown.
Other perspectives: They include information about how others might feel or behave in the situation, helping the individual understand perspectives beyond their own.
Social expectations: Social stories often help the reader to understand what is expected or socially appropriate in a given scenario.
Simple, positive tone: They are usually written in a simple, reassuring, positive, and non-judgmental way.
How Social Stories Can Be Tailored
Stories can be written in a way that suits the individual's age and ability. Pictures or symbols can be included for those who are visual learners or who benefit from seeing representations of the situation. The stories work best when written around individual needs; for example, incorporating their preferences, fears, and typical responses to certain situations.
We have some social stories to help people identify the journey to understanding life as a neurodivergent person or as a parent carer of an autistic child or young person. These may be helpful to you or someone you know as a way of positively affirming their experiences and feelings:
Johnny – a parent who is looking for support for his young child Kai who is showing some differences in relation to meeting developmental milestones
Quinn – a teenager who shows signs of ADHD but doesn’t meet the threshold for assessment
Alex – a primary-age child who has received a diagnosis of autism
Sam – a young person who received an autism diagnosis in their twenties
Sarah – a parent to a primary-age child with a recent autism diagnosis
Ashley – a young person diagnosed with autism at high school age
Frankie – a child diagnosed with ADHD at the age of 9
Taylor – a young person diagnosed with ADHD at the age of 11