Key Takeaways
- Social stories use a specific structure developed by Carol Gray to help children understand situations, not just follow rules. Getting the format right matters.
- These 10 examples cover daily routines, social skills, emotions, health, school, and transitions — the situations where kids need the most support.
- Every example follows the correct ratio of descriptive-to-coaching sentences, so you can use them as-is or adapt them for your child.
- Personalized social stories consistently outperform generic ones. When children see themselves in the story, engagement and behavior change both increase.
- All 10 stories and dozens more are available free in the GrowTale story library.
What Are Social Stories and Why Do Examples Help?
Social stories are short, structured narratives created by educator Carol Gray in 1990. They help children understand social situations, expectations, and experiences by describing what happens and why — not by telling kids what to do.
The methodology uses specific sentence types (descriptive, perspective, coaching, affirmative) in a defined ratio: informational sentences must outnumber coaching sentences by at least 3 to 1. This keeps stories from turning into rule books. They're meant to inform, not instruct.
For a deeper look at how social stories work and where they come from, read our full guide: What Are Social Stories? Carol Gray's Methodology Explained.
If you've ever tried to write a social story, you know that seeing real examples makes all the difference. It's one thing to understand the theory. It's another to see the sentence types working together on the page. That's what this post is for.
Here are 10 social story examples organized by the situations children face most. Each one follows Carol Gray's methodology, and each one is free to read, print, and share.
Daily Routines
1. Getting Ready in the Morning
Every school morning, there are some things I do to get ready. First, I get dressed. Then I eat breakfast. After breakfast, I brush my teeth and put on my shoes. My family helps me if I need it. Doing these things in order helps my morning feel calm. I can try to do one step at a time.
Who it helps: Children who feel overwhelmed by the sequence of tasks in a morning routine, especially kids with ADHD or autism who struggle with multi-step processes.
When to use it: Read together the night before or first thing in the morning — before the routine starts, not during a struggle.
Explore more stories like this one: Free Social Stories for Daily Routines.
2. Bedtime Routine
When it's nighttime, my body needs rest so I can feel good tomorrow. After dinner, I put on my pajamas, brush my teeth, and pick a book. My parent or caregiver reads with me or sits nearby. The lights go down and the house gets quiet. Quiet time helps my brain slow down. I can try to close my eyes and think about something I enjoyed today.
Who it helps: Children who resist bedtime due to anxiety, sensory sensitivity, or difficulty transitioning from active play to rest.
When to use it: As part of the wind-down routine, 20-30 minutes before lights out.
Social Skills
3. Taking Turns During a Game
When I play a game with other kids, we usually take turns. Taking turns means one person goes, then the next person goes. While I wait, the other person is having their turn. Waiting can feel hard sometimes, and that's okay. Most kids feel that way. I can try to watch what the other person does while I wait — that can make the time go faster.
Who it helps: Children who struggle with impulse control, turn-taking, or understanding why others get to go first. Common for kids with ADHD and autism.
When to use it: Before a playdate, game time, or any group activity where turn-taking is expected.
4. Joining a Group of Kids Already Playing
Sometimes at recess or at a park, other kids are already playing together. I might want to play too. I can walk over and watch for a moment to see what they're doing. Then I can say something like, "Can I play?" or "That looks fun." Sometimes kids say yes. Sometimes they're in the middle of something and might say "maybe later." Both of those things are normal. I can try again later or find something else to do.
Who it helps: Children who feel anxious about approaching peers, don't know the "unwritten rules" of joining play, or tend to freeze in social situations.
When to use it: Before recess, park visits, birthday parties, or any unstructured social time.
Emotions
5. Feeling Angry and What to Do About It
Sometimes I feel angry. My face might feel hot. My fists might squeeze tight. My stomach might feel like it's in a knot. Anger is a normal feeling — everyone feels angry sometimes, even grown-ups. When I feel angry, it helps to stop and take a breath. I can try to breathe in slowly, then breathe out slowly. Some kids go to a quiet place until the feeling gets smaller. My anger will pass. It always does.
Who it helps: Children who have meltdowns, struggle to regulate big emotions, or don't recognize the physical signs of anger before it escalates.
When to use it: During calm moments as a preventive tool — not during an active meltdown. Revisit regularly so the language becomes familiar.
Find more emotional regulation stories in our Free Social Stories for Emotions collection.
6. Feeling Worried About Something New
Sometimes I have to do something I haven't done before. New things can feel scary because I don't know what will happen. My tummy might feel funny. I might want to say "no" right away. Lots of people feel this way about new things — even adults. It's okay to feel worried. I can ask a grown-up I trust to tell me what to expect. Knowing what will happen usually helps the worry feel smaller. I can try the new thing, and if it's too hard, I can ask for help.
Who it helps: Children with generalized anxiety, autism-related rigidity around new experiences, or sensory-sensitive kids facing unfamiliar environments.
When to use it: A day or two before the new experience, then again the morning of.
Health and Safety
7. Going to the Dentist
Sometimes I need to visit the dentist. The dentist is a person who helps keep my teeth healthy. The dentist office has a waiting room where I might sit for a few minutes. Then I go to a special chair that can move up and down. The dentist or hygienist will look inside my mouth using a small mirror and a light. They might use tools that make sounds or spray water. These tools help clean my teeth. My parent or caregiver will be nearby. I can raise my hand if I need a break.
Who it helps: Children who are fearful of medical environments, have sensory sensitivities to sounds and touch, or have had difficult past experiences at the dentist.
When to use it: Several days before the appointment. Read it daily leading up to the visit.
Browse our full collection: Free Social Stories for Health and Safety.
8. Washing My Hands
During the day, germs can get on my hands. Germs are tiny things I can't see, and they can sometimes make people sick. Washing my hands with soap and water helps get rid of germs. I can turn on the water, put soap on my hands, and rub them together while I count to twenty. Then I rinse the soap off and dry my hands with a towel. People wash their hands after using the bathroom, before eating, and after playing outside. Clean hands help me and the people around me stay healthy.
Who it helps: Children who resist hand-washing, forget the steps, or need motivation to build the habit — particularly helpful for kids who process information better through narrative than verbal reminders.
When to use it: Introduce once and revisit as needed. Can be posted near the sink as a visual reminder.
School
9. What Happens When There's a Substitute Teacher
Sometimes my regular teacher isn't at school. When that happens, a different adult called a substitute teacher comes to help the class. The substitute teacher might do things a little differently than my usual teacher. The classroom rules are still the same, even though the person is different. It's normal to feel a little strange when something changes at school. Most of my classmates will be there, and the day will still follow a schedule. I can try to listen to the substitute teacher, and I can ask them questions if I'm not sure what to do.
Who it helps: Children who struggle with unexpected changes, have strong attachments to their regular teacher, or experience heightened anxiety when routines shift.
When to use it: If the school communicates the absence in advance, read the story the night before. For unexpected absences, having the story pre-read and familiar makes it easier to reference quickly.
See more classroom and school-day stories: Free Social Stories for School.
10. Riding the School Bus
Some kids ride a bus to school. The bus is big and yellow, and a bus driver is in charge of driving safely. When the bus arrives, I walk up the steps and find a seat. I sit down and put on my seatbelt if there is one. The bus might be noisy because lots of kids are talking. That's normal on a bus. The bus will make stops to pick up other kids or let them off. When the bus gets to school, I wait for the driver to say it's time to get off. Then I walk — not run — down the steps. I can try to sit with someone I know, or I can sit by myself. Both are okay.
Who it helps: Children who are anxious about bus rides, new to riding the bus, sensitive to noise and crowding, or unsure of the expected behavior.
When to use it: Before the first day of school or whenever bus anxiety surfaces. Revisit as needed during the first few weeks.
Personalizing Stories Makes Them Work Better
These examples are a strong starting point. But research consistently shows that personalized social stories outperform generic ones — and the children who struggle the most benefit the most from personalization.
Why? When a child sees their own name, their own face, and details from their own life in a story, three things happen:
- Identity-based motivation. The story feels like it was made for them, not for some other kid. Engagement goes up.
- Narrative transportation. The child identifies with the character because the character is them. Psychological defenses lower. Openness to new ideas increases.
- Situational interest. Even children who start with low motivation pay attention when the content reflects their world.
Carol Gray builds personalization into the official Social Stories 10.2 criteria. Each story should be tailored to the child's abilities, attention span, learning style, and interests. It's not a bonus feature. It's part of the methodology.
Read the full research breakdown: Why Personalized Social Stories Work Better.
Browse the Full Free Library
The 10 examples above are just the beginning. GrowTale's free library includes dozens of social stories across every major category — daily routines, emotions, school, health, social skills, and transitions.
Every story follows Carol Gray's methodology. Every story is free to read and print.
Browse all free social stories at www.growtale.org/stories.
Create a Story Built Around Your Child
If you want a social story that uses your child's name, reflects their specific situation, and matches their age and communication level, GrowTale can build one in about sixty seconds.
Our story engine follows Carol Gray's Social Stories 10.2 methodology — correct sentence types, correct ratios, illustrated with your child's details. No templates. No generic characters. A story made for your kid, about the exact situation they're facing.
Create a free personalized social story at GrowTale.
Recommended Stories
- Going to a Birthday Party — What to expect at a birthday party
- Getting Ready for School — A step-by-step morning school routine
- Making a New Friend — Steps for introducing yourself and making friends
Related GrowTale Resources
Explore more social stories and parenting guides on GrowTale.