Social Story Generator: Free Templates & Examples for Every Situation
Ready-to-use social stories for autism, special education, and general classrooms. A free social story maker based on Carol Gray's proven framework - just copy, personalize, and use.
Ready-to-Use Stories
Complete social stories covering the most common situations students encounter at school.
Based on Research
Years of evidence behind Carol Gray's Social Story framework, trusted by educators worldwide.
Age Groups
Guidance and tips for preschool, elementary, and middle school students.
What Is a Social Story?
A social story is a short, personalized narrative that describes a social situation, skill, or concept in terms the reader can understand. Developed by Carol Gray in 1991, social stories are one of the most widely used evidence-based interventions for children with autism spectrum disorder (ASD) and other developmental differences.
Social stories work by breaking down complex social interactions into clear, concrete steps. They answer the key questions a child might have: What is happening? Why is it happening? What will other people do? What can I do? By providing this information proactively, social stories reduce anxiety and give individuals a script to follow in challenging moments.
Unlike simple behavioral instructions, social stories use a specific ratio of sentence types - including descriptive, perspective, directive, and affirmative sentences - to ensure the tone remains informative and supportive rather than demanding. This social story creator provides free, ready-to-use templates that follow Carol Gray's proven guidelines.
Social Stories Help With
- Understanding social expectations and norms
- Navigating transitions and routine changes
- Managing emotions and frustration
- Preparing for new or unfamiliar events
Who Benefits
- Students with autism spectrum disorder
- Children with ADHD or anxiety
- Students with intellectual disabilities
- Any learner navigating new social situations
Social Story Examples
Each social story below follows Carol Gray's recommended sentence ratio. Click the copy button to copy any story, then personalize it with your student's name and specific details.
Taking Turns
Situation: Games, classroom activities, conversations
Sometimes at school, we play games or use materials that everyone wants to use. When it is my turn, I get to use the item or take my turn in the game. When it is someone else's turn, they get to use the item. Waiting for my turn can feel hard sometimes, and that is okay. My friends feel happy when I let them have their turn, just like I feel happy when it is my turn. I can do something else while I wait, like watching, counting quietly, or thinking about what I will do on my next turn. Taking turns means everyone gets a fair chance. My teacher is proud of me when I take turns nicely. I am learning to be a good friend by sharing and taking turns.
Using an Indoor Voice
Situation: Classroom, library, hallways
There are different voice levels for different places. Outside, I can use a loud voice because there is lots of space. Inside the classroom, I use a quieter voice called my indoor voice. My indoor voice is soft enough that the person next to me can hear, but people far away cannot. When I use a loud voice inside, it can be hard for my classmates to concentrate on their work. They might feel frustrated or distracted. My teacher may remind me to use my indoor voice, and that is okay. I can practice by pretending my voice has a volume knob and turning it down. Using my indoor voice shows respect for the people around me. My classroom is a better place to learn when everyone uses indoor voices.
Handling Frustration
Situation: Difficult tasks, unexpected changes, losing a game
Sometimes things do not go the way I want them to. I might feel frustrated when something is too hard, when I make a mistake, or when I lose a game. Frustration is a normal feeling - everyone feels frustrated sometimes, even adults. When I feel frustrated, my body might feel tense, my face might feel hot, or I might want to yell or cry. These are signals that I need to use a calming strategy. I can take three deep breaths, count to ten slowly, squeeze a stress ball, or ask for a break. After I calm down, I can try again, ask for help, or choose a different activity. It is okay to make mistakes because that is how we learn. I am brave and strong for managing my big feelings. My teacher and my family are proud of me when I handle frustration calmly.
Making Friends
Situation: Recess, group activities, new school environments
Friends are people who enjoy spending time together and care about each other. Making a new friend starts with small steps. I can walk up to someone and say, 'Hi, my name is ___. What is your name?' or 'Can I play with you?' Sometimes people say yes, and sometimes they might say no. If someone says no, it does not mean there is anything wrong with me - they might just want to play alone right now. I can find someone else to talk to. Good friends listen to each other, take turns talking, and are kind. I can be a good friend by sharing, saying nice things, and asking others about their day. Making friends takes time, and that is perfectly normal. Each time I practice talking to someone new, it gets a little easier. There are many people at my school who would like to be my friend.
Transitioning Between Activities
Situation: Class schedule changes, moving between subjects or rooms
During the school day, we do many different activities. Sometimes we need to stop one activity and start a new one. This is called a transition. My teacher will usually give a warning before it is time to change activities, like saying 'Five more minutes' or ringing a bell. When I hear the signal, I can start finishing up what I am doing. Transitions can feel uncomfortable because I might not want to stop something I enjoy. That feeling is normal. I can take a deep breath and remind myself that there will be time for fun activities again later. During a transition, I put away my materials, listen for my teacher's directions, and move to the next activity. When I transition quickly and calmly, my class has more time for learning and fun. My teacher appreciates when I follow transition routines. I am getting better at transitions every day.
Going to the Cafeteria
Situation: Lunchtime routine, sensory sensitivities
Every school day, I go to the cafeteria for lunch. The cafeteria can be a busy place with many sounds, smells, and people. I walk in line with my class to the cafeteria. When I get there, I find a seat at my assigned table or choose a place to sit. If I brought lunch from home, I open my lunchbox and eat my food. If I am buying lunch, I wait in the lunch line, choose my food, and say 'please' and 'thank you' to the cafeteria workers. The cafeteria might be louder than my classroom because many students are talking at the same time. If the noise bothers me, I can take deep breaths or focus on my food. I use good table manners by chewing with my mouth closed and keeping my food on my tray. When I am finished eating, I clean up my area and throw away my trash. Going to the cafeteria is a chance to take a break, eat, and talk quietly with friends.
Fire Drill Routine
Situation: Emergency drills, unexpected loud alarms
Sometimes at school, a loud alarm will ring. This is called a fire drill. A fire drill is a practice to help everyone know what to do if there is ever a real fire. The alarm sound is loud because it needs to be heard by everyone in the building. The alarm might startle me, and that is okay - it surprises many people. When I hear the alarm, I stop what I am doing right away. I stand up, leave my things, and walk quickly to the door. I follow my teacher and my class in a line to our meeting spot outside. I do not run, but I walk with purpose. We stay in line and stay quiet so we can hear important instructions. Outside, my teacher will count everyone to make sure we are all safe. After the drill is over, we walk back to class together. Fire drills keep us safe. I feel proud of myself when I follow the fire drill steps calmly.
Dealing with Changes in Routine
Situation: Schedule changes, substitute teachers, unexpected events
Most days at school follow a schedule that I know and expect. I like knowing what comes next because it helps me feel safe. Sometimes, the schedule changes. We might have an assembly, a field trip, a substitute teacher, or a snow day. Changes in routine can make me feel worried, confused, or upset. These feelings are normal, and many people feel this way about unexpected changes. When something changes, I can take a deep breath and ask my teacher or another trusted adult what is going to happen next. Knowing the new plan helps me feel calmer. I can remind myself that the change is temporary, and my regular routine will come back. Sometimes changes turn out to be fun, like a surprise activity or a special visitor. I am strong and flexible, and I can handle changes even when they feel hard at first. Each time I get through a change, I prove to myself how capable I am.
Asking for Help
Situation: Academic work, social situations, self-care tasks
Everyone needs help sometimes - kids, teachers, and even grown-ups. Needing help does not mean I am not smart. It means I am learning something new, and learning takes practice. When I do not understand something, or when a task feels too hard, I can ask for help. I can raise my hand in class and say, 'I need help, please.' I can ask a friend, a teacher, a parent, or another trusted adult. If my teacher is busy, I can try my best while I wait, or I can move on to another part of the assignment. When I ask for help, people are usually happy to assist me because they want me to succeed. After someone helps me, I can say 'Thank you.' Next time I see that problem, I might be able to solve it on my own because I learned from the help I received. Asking for help is a sign of strength, not weakness. I am proud of myself for being brave enough to ask.
Lining Up
Situation: Hallway transitions, going to specials, dismissal
During the school day, my class lines up to walk to different places like the gym, art room, library, or outside. When my teacher says it is time to line up, I stop what I am doing and walk to the line. I stand behind the person in front of me and leave about one arm's length of space between us. This is called personal space. In the hallway, I walk with my hands by my sides and use my quiet voice or no voice so I do not disturb other classrooms. It can be tempting to talk to my friends or touch things on the walls, but I try to stay focused. Walking in a line helps us all get where we need to go safely and quickly. My teacher feels proud when our class walks in a calm, quiet line. I am a great line walker.
Being a Good Sport
Situation: PE class, recess games, classroom competitions
Playing games is fun because I get to spend time with other people and try my best. Sometimes I win, and sometimes I lose. Both winning and losing are normal parts of playing games. When I win, I can feel happy, but I should not brag or make others feel bad. I can say 'Good game!' to everyone. When I lose, I might feel disappointed or frustrated. Those feelings are okay. I can take a deep breath and remind myself that losing does not mean I am bad at the game - it means I got to practice and I can try again. I should not quit, cry, or say the game was unfair, even if I feel upset inside. Instead, I can say 'Good game' and congratulate the winner. Being a good sport means having fun whether I win or lose. People like playing with someone who is a good sport. The more I practice good sportsmanship, the easier it gets.
How to Write a Social Story
Carol Gray's framework defines seven sentence types. A well-written social story uses a careful balance of these types to inform, reassure, and gently guide.
Truthfully describes a situation, the context, or the people involved. These are the foundation of every social story.
Example: “Sometimes at school, the schedule changes unexpectedly.”
Describes the thoughts, feelings, beliefs, or motivations of other people in the situation.
Example: “My classmates feel happy when I share the markers because they want to color too.”
Gently suggests a desired response or behavior. Should be used sparingly (ratio of 0-1 per 2-5 other sentences).
Example: “I can take three deep breaths when I feel frustrated.”
Enhances the meaning of surrounding sentences and often expresses a shared value or opinion.
Example: “Sharing is one way I show kindness to others.”
Identifies what others will do to help the individual in the situation.
Example: “My teacher will give me a warning before it is time to transition.”
Written by the individual themselves to identify personal strategies for remembering the information.
Example: “I can pretend my voice has a volume knob and turn it down when I go inside.”
Uses fill-in-the-blank format to encourage the individual to make predictions or participate in the story.
Example: “When I hear the fire alarm, I will ___________.”
The Social Story Ratio
Carol Gray recommends that for every 0 to 1 directive or control sentence, a social story should include 2 to 5 descriptive, perspective, affirmative, and/or cooperative sentences. This ensures the story is primarily informational and supportive, not a list of instructions.
When to Use Social Stories
Social stories are a proactive tool - they work best when introduced before the challenging situation occurs, not during a crisis.
Teaching New Routines
First day of school, new classroom procedures, lunchroom expectations, fire drill procedures, or any routine the student has not experienced before.
Preparing for Transitions
Moving from one activity to another, changing classrooms, starting a new school year, transitioning from elementary to middle school, or adjusting to a substitute teacher.
Addressing Challenging Behaviors
Hitting, biting, eloping, tantruming, refusing to participate, or other behaviors that have a social or environmental trigger the child may not understand.
Building Social Skills
Making friends, joining group play, reading body language, understanding personal space, initiating conversation, or navigating conflicts with peers.
Managing Emotions
Coping with anger, dealing with disappointment, handling anxiety about tests or performances, managing excitement in stimulating environments.
Preparing for Special Events
Field trips, school assemblies, picture day, holiday parties, school performances, standardized testing days, or visits from special guests.
Social Stories by Age Group
The format, length, and complexity of a social story should match the developmental level of the reader. Here is a guide for adapting your social story maker approach by age.
Preschool (Ages 3-5)
Writing Tips
- Keep stories to 3-5 short sentences
- Use large, clear photographs or simple illustrations on every page
- Focus on one specific behavior or routine per story
- Use first-person language: 'I can...' and 'I will try to...'
- Read the story with the child - point to pictures and pause for interaction
- Repeat the story daily, ideally right before the target situation
Common Topics
Elementary (Ages 6-10)
Writing Tips
- Write stories with 6-10 sentences appropriate for their reading level
- Include perspective sentences to build empathy and theory of mind
- Let students illustrate their own stories for deeper engagement
- Create a 'social story book' that the child can reference independently
- Gradually introduce stories that address more complex social situations
- Use the child's interests to make stories more engaging and relatable
Common Topics
Middle School (Ages 11-14)
Writing Tips
- Write in a more mature tone that respects the student's age
- Focus on social nuances like sarcasm, body language, and unwritten rules
- Consider using digital formats - apps, slides, or video stories
- Involve the student in co-writing stories to build self-advocacy skills
- Address puberty, changing friendships, and increased social complexity
- Frame stories around independence and self-management rather than compliance
Common Topics
Tips for Implementing Social Stories
Even the best-written social story creator template needs thoughtful implementation. Follow these best practices to maximize effectiveness.
Identify the Target Situation
Observe the student to understand exactly what situation is challenging and why. Collect baseline data on the behavior so you can measure progress later. Focus on one specific situation per social story.
Write with Empathy, Not Demands
Describe the situation from the student's perspective. Use 'I can...' or 'I will try to...' instead of 'I must...' or 'I have to...' Maintain the recommended 2:1 ratio of descriptive-to-directive sentences.
Personalize Every Detail
Use the student's real name. Reference their actual school, classroom, and teacher names. Include photos of their environment when possible. The more specific and familiar the story feels, the more effective it will be.
Introduce During a Calm Moment
Never introduce a social story during a meltdown or crisis. Read it for the first time when the child is calm and receptive. A quiet one-on-one setting works best for the initial reading.
Read Consistently and Often
Read the story at least once daily, ideally just before the target situation occurs. Consistency is critical - sporadic use significantly reduces effectiveness. Keep the story easily accessible for the student.
Fade Gradually When Ready
Once the student demonstrates the target behavior consistently, begin fading the story. You can reduce reading frequency, remove some sentences, or move to periodic reviews. Never stop abruptly.
Involve the Student
When developmentally appropriate, let the student help write or illustrate the story. This builds ownership, engagement, and self-advocacy skills. Older students can co-author their own social narratives.
Share with the Team
Give copies to parents, paraprofessionals, speech therapists, and anyone who works with the student. Consistency across environments dramatically increases the story's impact.
Need Custom Social Stories?
These templates are a great starting point, but every student is unique. Explore our AI-powered tools to generate personalized resources for your classroom - from social stories to IEP goals, behavior plans, and more.
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