Understanding My Emotions at School
Zara learns to recognize and name different feelings she experiences at different times during her school day, from morning arrival through afternoon dismissal. She also learns specific strategies to manage challenging feelings.
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8 pages · 6 min read read
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Read the Story
8 pages · 6 min read read
My name is Zara, and I notice lots of different feelings during my school day. Some feelings happen in the morning, some in the afternoon, and some in between. Learning what my feelings are helps me understand myself better so I can take care of myself.
When David drops me off at school in the morning, I sometimes feel excited. My heart feels a little faster, and I think about what we might do in class today. Excitement is a feeling that makes me want to move and explore.
Sometimes I feel nervous when I walk into the classroom. My stomach feels tight, and I might take a moment to look around and find my seat. Nervousness is a feeling that tells me something is new or different, and that's okay because I can handle new things. When I feel this way, I squeeze my hands tightly for 5 seconds, then let them relax slowly. This helps my body feel less tight.
During reading time, I often feel focused. I sit with a graphic novel, and my breathing slows down. My shoulders relax because I am doing something I enjoy. This focused feeling happens when I am comfortable and interested in what I am doing.
At lunch time in the cafeteria, I might feel social and connected. I sit with classmates, eat food I like, and hear the friendly sounds of many people talking. This social feeling makes me smile and want to spend time with others.
Sometimes during math, I feel challenged because a problem is hard. My jaw might clench, and I feel warm. This challenging feeling tells me something is difficult, and that means my brain is learning something new. When I feel this way, I count each finger on my hand slowly, taking one deep breath per finger. This helps my body relax so I can think better.
At the end of the day, I might feel tired. My eyes feel heavy, and I move a little slower because my body has been busy all day long. Tired is a feeling that tells me I have worked hard and my body needs rest.
When David picks me up, I might feel accomplished. I think about things I did well today, like helping a classmate or finishing a hard problem. This accomplished feeling makes me stand a little taller because I did my best. All of these feelings are important parts of my day, and they help me understand myself better.
Social Story Methodology
Why This Story Works
This story anchors abstract emotions to concrete physical sensations—a faster heartbeat with excitement, a tight stomach with nervousness, relaxed shoulders during focus—which helps children with autism and anxiety recognize their internal states before they escalate. By pairing each emotion with a specific school moment and a grounding strategy (like the hand-squeezing technique), Zara's story gives children a predictable framework for noticing and managing their feelings, which aligns with Carol Gray's principle of preparing children for situations by making hidden social and emotional information visible and manageable.
Story Structure
How It's Written
Sentence Types
Voice & Perspective
Story Structure
Practical Guidance
Ways to Use This Story
Map Zara's Feelings Onto Your Child's School Day
Practice the Hand-Squeeze Grounding Technique Together
Create a Feelings Check-In After School Pickup
Draw or Photograph Each Emotion's Body Signal
Share the Story With School Staff
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