Social stories: how to write one that supports a goal

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

To write a social story, pick one situation tied to a goal, observe what happens, and write a short, calm description from the student's point of view: what happens, why, how others may feel, and one or two things the student can try. Read it with the student shortly before the situation, then measure the behavior in the real setting, not how well the student knows the story.

A social story, or social narrative, is a short personalized text that describes a situation, what usually happens and why, and what the student might do. It works by giving the student information ahead of time, so the situation feels less confusing. It is not a rule sheet or a list of consequences.

Some educators use a specific trademarked model with its own published criteria and training. This guide describes the general social narrative approach in plain terms, so you can write a useful story for a student and connect it to a goal. The student in the worked example is fictional. For the broader set of autism goals, start with IEP goals for autism.

What you need before you start

One target situation, such as fire drills, assemblies, a substitute teacher or losing a game.
Observation notes from 2 or 3 times the situation happened: what came before, what the student did, what happened after.
The student's input, if they can give it: what is hard, what they notice, what helps.
The goal the story supports, or the behavior you want to see more of.
Photos or simple drawings of the real place and people, if the student benefits from pictures.

Step 1: Pick one situation and one goal

A story about "the whole school day" is too broad to help. Choose one situation that keeps causing trouble and decide what you want the student to be able to do there. Link it to an IEP goal if one exists.

Example: "During assemblies, Theo will stay seated with his headphones for at least 15 minutes." The story is about assemblies only.

Step 2: Find out what the situation looks like to the student

Observe and ask. Students often react to something adults overlook: the sound of the microphone, the crowd at the door, not knowing how long it lasts. Write down the sights, sounds and steps from the student's point of view.

Example: Theo told his teacher the gym "booms." Observation showed he ran out within 2 minutes of the microphone turning on, in 3 of 4 assemblies.

Step 3: Write mostly descriptions, with few directions

Most sentences should describe what happens and why: "Assemblies are in the gym. Lots of students sit on the bleachers." A few sentences can describe how others feel or think: "Teachers like it when students stay with their class." One or two sentences can suggest what the student might try, framed gently: "I can wear my headphones if the gym is loud." Avoid stacking directions or using "must" and "never."

Example: in a 10-sentence story, about 7 describe, 2 explain feelings, and 1 suggests an action.

Step 4: Match the length and format to the student

For early readers, use 1 short sentence per page with a photo. For older students, a half-page written in first person or third person works, or a short slideshow on a tablet. Teens may prefer a checklist-style "what to expect" sheet, which uses the same idea with a more mature look.

Example: Theo's story was 8 pages, 1 sentence each, with photos of the real gym, his class's bleacher section and his headphones.

Step 5: Write it in a positive, accurate voice

Describe what usually happens, using words like "usually" and "sometimes," because real events vary. Never shame the student or describe past mistakes. Be accurate: do not promise something will always happen.

Example: "Assemblies usually last about 30 minutes. Sometimes they are shorter." Not: "Assemblies are always short and quiet."

Step 6: Read it before the situation and measure the behavior

Read the story with the student once a day for a few days before the situation, and again right before it happens. Keep it calm and short. Then measure the behavior in the real setting. The story is a tool; the goal is the behavior.

Example: Theo's teacher read the story at morning meeting each day of assembly week, and again 5 minutes before each assembly.

Worked example: Theo, grade 2

Theo is a fictional 2nd grader with an IEP for autism. Baseline across 4 assemblies: he stayed an average of 2 minutes before running to the hallway, and he wore his headphones in 0 of 4.

The team wrote this goal: "During school assemblies, Theo will stay seated with his class, using headphones as needed, for at least 15 minutes in 3 of 4 assemblies."

His story (excerpt):

Sometimes our school has an assembly.
Assemblies happen in the gym.
My class sits together on the bleachers near the door.
The microphone can sound loud and booming.
Many kids think the microphone is loud too.
I can wear my headphones to make the sounds softer.
Assemblies usually last about 30 minutes.
My teacher is happy when I stay with my class.

Assembly	Story read beforehand	Minutes seated	Headphones worn	Notes
Baseline average (4)	No	2	0 of 4	Ran to hallway each time
Oct 3	Yes, 3 days plus right before	8	Yes	Left after the band started
Oct 17	Yes	14	Yes	Stayed through most of it
Nov 7	Yes	22	Yes	Stayed the whole time
Nov 21	Yes, right before only	18	Yes	Fewer readings, still met goal

The team also seated Theo's class nearest the door, which helped. These numbers are illustrations, not benchmarks.

Common mistakes

Weak: "I will not run out of the assembly. Running is bad." Better: "I can wear my headphones if the gym is loud."
Weak: A story about the whole school day. Better: One situation, one goal.
Weak: "The assembly is always quiet." Better: "The microphone is sometimes loud."
Weak: Reading the story only after a problem, as a consequence. Better: Reading it calmly before the situation.
Weak: Measuring whether the student can recite the story. Better: Measuring the behavior in the real setting.
Weak: Using clip art of a generic school. Better: Photos of the real gym, real class and real headphones.

Measure the target behavior during the real situation: minutes seated, steps followed, times the student used the suggested action. Duration recording fits goals like Theo's, and opportunities fit situations that happen many times. If there is no change after 3 or 4 uses, check whether the story addresses the real problem. You may also need to add practice, a visual cue or a change to the environment.

Video modeling shows the same situation on video and pairs well with a story.
Visual schedules and first-then boards support predictability across the day.
Social skills IEP goals for autism give goal wording for peer situations.
The peer interaction goals and social skills goal hub have more templates. Check the goal itself in the goal checker.

Social narratives are among the evidence-based practices identified for autistic children and youth in a large review of intervention research.^[1] The IRIS Center's autism module describes how explaining social situations ahead of time helps autistic students.^[2] The AFIRM module on social narratives gives free, step-by-step training on planning, using and monitoring them.^[3]

Frequently asked questions

How long should a social story be?

Long enough to describe the situation and short enough to read in a minute or two. For young children that may be 6 to 10 short sentences with pictures. For older students, half a page or a short slideshow.

Should a social story be written in first person?

Many are, using I and my, because it helps the student see the situation from their own point of view. Third person or a neutral what-to-expect format can feel more respectful for older students. Ask the student which they prefer.

How often should I read the social story?

Read it once a day for a few days before the situation and again right before it happens. As the student succeeds, reduce readings. If the behavior slips, add readings back.

Use it in IEP Atlas

Sources

Evidence-Based Practices for Children, Youth, and Young Adults with Autism (2020), National Clearinghouse on Autism Evidence and Practice, UNC Chapel Hill
Autism (Part 1): An Overview for Educators, IRIS Center, Vanderbilt University
Social Narratives (AFIRM Module), AFIRM, Frank Porter Graham Child Development Institute, UNC Chapel Hill

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.