Social stories work best when they describe a real place, a real child, and a real situation.

But if you are writing your first social story, examples help you understand the structure before you customize it. Below are 10 ready to use social story scripts, each written using Carol Gray's research supported method. Copy them, adapt them, and add photos from your child's actual environment to bring them to life.

The short answer: These 10 scripts cover the most common situations children with autism face: grocery stores, haircuts, doctor visits, fire drills, bus rides, cafeteria lunches, big emotions, waiting, new schools, and saying goodbye. Each follows Carol Gray's ratio rule — descriptive and perspective sentences outnumber coaching sentences. Replace the bracketed placeholders with real names and locations, then add photos of your child's actual environment.

The CDC estimates that 1 in 36 children in the United States are identified with autism spectrum disorder. Social stories are one of the most widely used and studied tools for helping those children navigate situations that feel unpredictable or overwhelming. A 2024 systematic review found that social story interventions produced positive behavioral outcomes in the majority of published studies reviewed.

Carol Gray, who created the Social Stories framework, describes the goal clearly: "Social Stories share accurate information with people who have autism to help them understand a situation from multiple perspectives." These examples follow that principle. They explain context and perspective first. They add gentle coaching suggestions second.

For a full breakdown of the sentence types and the ratio rule, read our guide on how to write a social story.

1. Going to the Grocery Store

I go to the grocery store with my family. The store is a place where we buy the food we eat at home.

There are many people shopping at the store. Everyone is there to find the things they need. The workers at the store help people find items and check out.

Sometimes stores can be loud or crowded. Other shoppers might be in a hurry. Workers try their best to help everyone quickly.

I can stay close to my parent while we shop. If I feel overwhelmed, I can squeeze my parent's hand. We will leave when we have everything on our list.

Sentence breakdown: 3 descriptive, 2 perspective, 2 coaching.

2. Getting a Haircut

Going to the barbershop means it is time to cut my hair. My hair grows long and cutting it helps keep it neat and comfortable.

The barber's name is [Name]. The barber cuts many people's hair every day. They want everyone to feel comfortable and leave with hair they like.

Some children feel nervous at the barbershop because the sound of the clippers is loud or the scissors feel strange near their head. This is okay. The barber knows that some people feel this way.

I can tell my parent or the barber if I need a break. I can hold something I like while they cut my hair. The haircut will be finished, and then we will go home.

Sentence breakdown: 2 descriptive, 3 perspective, 3 coaching.

3. Going to the Doctor

My doctor's name is [Dr. Name]. Doctors help people stay healthy and feel better when they are sick.

At the doctor's office, there is usually a waiting room where we sit until the doctor is ready. Other families are also waiting.

The doctor might look in my ears, check my throat, or listen to my heart. This is how they learn if my body is healthy. These things might feel a little strange, but they do not last long.

I can take slow breaths if I feel nervous. I can hold my favorite toy or object while the doctor checks me. My parent will be with me the whole time.

Sentence breakdown: 2 descriptive, 2 perspective, 3 coaching.

4. Fire Drill at School

Sometimes at school, we practice what to do if there is a fire. This practice is called a fire drill.

When a fire drill happens, a very loud alarm will sound. The alarm is designed to get everyone's attention quickly. All students and teachers hear the alarm.

My teacher knows when a fire drill is coming. Teachers practice fire drills to keep students safe. Some students feel scared by the loud sound. This is a normal reaction. Teachers understand this.

When I hear the alarm, I can cover my ears with my hands. I will walk with my class to the door. I can follow my teacher outside to the safe meeting spot. The alarm will stop after a few minutes.

Sentence breakdown: 3 descriptive, 3 perspective, 4 coaching.

5. Getting on the School Bus

The school bus picks me up at [time] near my house. The bus driver's name is [Name].

The bus driver's job is to drive students safely to school. Bus drivers pay close attention to the road and to all the students on the bus.

There are other children on the bus. Some children talk to their friends. Some children look out the window or listen to music. Everyone gets to school at the same time.

I can find a seat and sit down facing forward. I can look out the window or think about something I enjoy. When we arrive at school, I will wait until the bus stops before standing up.

Sentence breakdown: 3 descriptive, 2 perspective, 3 coaching.

6. Eating in the School Cafeteria

At lunchtime, my class goes to the cafeteria. The cafeteria is a large room where many students eat lunch at the same time.

The cafeteria can be loud because many children are talking. The sounds and smells might feel different from eating at home. Many students feel this way.

Cafeteria workers prepare lunch for all the students. They work hard to serve everyone quickly.

I can find my class's table and sit with my classmates. I can use my quiet voice while eating. If the noise feels too loud, I can focus on eating my food and think about something calm. Lunch takes about [time] minutes, and then we go back to class.

Sentence breakdown: 3 descriptive, 2 perspective, 4 coaching.

7. When I Feel Angry

Sometimes I feel angry. Anger is an emotion that happens when something feels unfair or when things do not go the way I expected.

Feeling angry is normal. Everyone, children and adults, feels angry sometimes. Other people might not always understand why I feel angry, just like I might not understand why they feel angry.

When I am angry, my body might feel hot, tight, or shaky. These feelings will not last forever.

I can take three slow, deep breaths when I feel angry. I can ask for a break by saying "[break word]" or by showing a break card. After I feel calmer, I can talk to a trusted adult about what happened.

Sentence breakdown: 3 descriptive, 2 perspective, 3 coaching.

8. Waiting My Turn

Sometimes I have to wait for something I want. Waiting happens at school, at home, and in the community.

When everyone takes turns, it is fair for all people. Other children or people may be waiting for their turn too. Waiting feels hard for many people, not just me.

There are things I can do while I wait. I can think about something I enjoy. I can count slowly in my head. I can look around the room or hold something in my hands.

When it is my turn, I will be ready and feel proud that I waited.

Sentence breakdown: 2 descriptive, 2 perspective, 4 coaching.

9. Starting at a New School

I am going to a new school called [School Name]. New schools are different from old schools, but schools are places where children come to learn and make friends.

There will be new students and new teachers at my new school. Some children feel nervous when things are new. My new teacher knows that starting a new school takes time and wants to help me feel welcome.

My new school has a [cafeteria / gymnasium / library] where students go during the day. I will learn where everything is as the days go by. I do not need to know everything on the first day.

I can talk to my parent or new teacher when I have questions. I can bring something familiar from home to keep in my backpack. Every day at my new school, things will start to feel a little more familiar.

Sentence breakdown: 3 descriptive, 2 perspective, 4 coaching.

10. Saying Goodbye to a Teacher or Professional

[Name] is my [teacher / speech professional / professional]. [Name] has helped me learn and grow in many ways.

Sometimes people move to new jobs, or school years end and we move to a new class. Saying goodbye to someone important can feel sad. It is okay to feel sad.

[Name] cares about me and is proud of how much I have learned. Even after we say goodbye, the things I learned with [Name] will stay with me.

I can tell [Name] something I enjoyed or something I learned with them. I can keep a photo or drawing to remember them. I will be okay, and there will be new people who will help me too.

Sentence breakdown: 2 descriptive, 2 perspective, 4 coaching.

How to Personalize These Scripts

These scripts are starting points. Every social story becomes more effective when you add the real details of your child's life.

Replace placeholder names with real names. Your child's name, the teacher's name, the actual doctor's name. Replace generic locations with real photos. A picture of the actual barbershop, your actual grocery store, the real school bus your child rides. Use the same words your child uses at home. And include the coping strategies your child already knows and uses successfully.

A generic story about "a store" is far less powerful than a story about "the Target on Oak Street where we shop on Saturday mornings." That specificity is not a small detail. It is the whole point.

For step by step guidance on building these stories from scratch, read our guide on how to write a social story using the Carol Gray method. For parents building stories at home without an SLP, see visual stories for autism at home. Free fill-in-the-blank templates for grocery stores, doctor visits, haircuts, dentist, and first day of school are available in our social story templates library.

How to Use Social Stories Effectively

Read the story together in a calm moment, not immediately before the challenging event. The goal is for your child to internalize the narrative over time.

Read it regularly, even when no challenging event is coming. Let your child revisit it independently on a tablet or phone. Update the story as your child grows and their understanding deepens. And notice the moments when your child uses the strategies from the story. Name them out loud. That reinforcement matters.

For a broader introduction to how visual social narratives work and why research supports them, see our guide on what visual social narratives are.

Start Building Your Own Stories Today

StoryPath gives SLPs and families fill in the blank templates for the most common situations, photo tools, and audio narration. Build a story, share it with the family in one tap, and update it as your child grows. All from any device, including Android and Chromebook. Browse the grocery store, doctor visit, haircut, dentist, and first day of school templates to see the format before you start.

Start building with StoryPath. It is free to try.

Frequently Asked Questions

How do I personalize a social story template for my child?

Start by replacing every placeholder name with a real name. Then add photos of the actual location your child will visit. Use language your child already understands. Include coping strategies your child has already practiced successfully. The more specific the story is to your child's actual experience, the more effective it will be.

Should social stories include photos of the actual location?

Yes. Research consistently shows that personalization improves outcomes. A photo of the actual grocery store your family shops at helps your child recognize the setting and feel ready before they arrive. Stock photos are a poor substitute.

Can social stories help with meltdowns and emotional regulation?

Social stories help most when used before a situation, not during one. A story about handling anger or big emotions can help your child build awareness of their own emotional states and rehearse calming strategies in advance. But a social story is not a tool to use in the middle of a meltdown. Use it during calm moments so the strategies are already familiar when they are needed.

How do I know if a social story is working?

Track what you observe before and after introducing the story. Does your child mention the story before the situation? Do they use any of the strategies described in it? Does the behavior you were targeting improve over several weeks? Social stories are not immediate fixes. They work through repeated exposure. Give it two to four weeks of consistent reading before evaluating results.

How young can a child be to benefit from a social story?

Social stories can be adapted for very young children, including toddlers and preschoolers. For younger children, use fewer words per page, larger photos, and simpler sentence structure. Focus on one or two key ideas rather than a full narrative. An SLP can help you adapt the content to your child's developmental level.

Do I need an SLP to create social stories for my child?

No. Many parents create effective social stories independently. An SLP brings clinical expertise and can help you identify which situations to target and how to evaluate whether the story is working. But the Carol Gray method is designed to be accessible to parents and teachers, not just clinicians. StoryPath makes the process even simpler with fill in the blank templates and photo tools.