How Cocreated Social Stories Help Set Expectations

At Gilles-Sweet Elementary in Fairview Park, Ohio, intervention specialist Dana Reuter uses social stories to help students gain the confidence they need to navigate real-life situations. These short, personalized narratives combine visuals, age-appropriate language, and sometimes even recordings of a student’s own voice to outline both expected and unexpected behaviors. By presenting information in a clear, structured way, social stories give students tools they can rely on in the moment.

Today, Reuter is working one-on-one with a student who has experienced some challenges during recess. Together, they create a digital book that walks through what to expect on the playground. Reuter involves the student in every step of the process: They brainstorm simple sentences, select relatable photos for each page, and record his voice reading the story aloud. By actively participating, the student develops a personal connection to the story—something Reuter has found essential for success. “We’ve noticed a huge increase in the expected behaviors and a decrease in the unexpected behaviors because he’s reciting it in his head—because he helped me develop it,” she says.

Because each story is tailored to a student’s needs, it becomes a meaningful, practical tool. Before recess, for example, this student reads his social story as a quick reminder of expectations. That short review helps him feel more confident and ready to interact with peers in positive ways.

Reuter emphasizes that while social stories are often individualized, all students can benefit from them. At the beginning of the year, social stories can be used to help introduce the whole class to a new routine, or set expectations for a particular activity or event. They empower students by breaking down experiences into understandable and manageable steps, and help build the confidence, self-regulation, and social skills that students will carry with them far beyond the classroom.

The strategy of social stories was developed in 1990 by educator Carol Gray for students with autism spectrum disorders. Social stories have since found broader use in all kinds of classroom situations with all kinds of learners. For more resources on how young learners can benefit, read Amber Unger’s article for Edutopia, “Using Social Stories to Teach Procedures and Routines in Preschool.”