What Role Do Social Stories Play in Preparing Students with Autism for Transitions?
For many students with autism, change can feel unpredictable and overwhelming. Whether it’s moving to a new classroom, starting a new term, or trying a new routine, transitions can trigger anxiety and uncertainty. Social stories: short, personalised narratives that explain situations and expectations are a proven, evidence-based tool to help autistic students understand and prepare for change.
According to the NICE guideline (CG128), structured visual and written supports like social stories can improve emotional regulation and participation by making transitions clear, predictable, and meaningful.
1. What Are Social Stories?
Social stories are short, descriptive narratives that explain social situations, transitions, or expectations in simple, concrete language. They were first developed by Carol Gray and have since been widely adopted in autism education.
The Royal College of Speech and Language Therapists (RCSLT) Autism Guidance (2025) recognises social stories as a practical way to support understanding, particularly when students struggle to interpret verbal explanations or abstract instructions.
Each story uses visual and written cues to describe:
- What will happen (“On Monday, we will visit the science lab”).
- Why it will happen (“We are learning about experiments”).
- What to expect or do (“I will walk with my class and listen to my teacher”).
This structure helps students process new experiences calmly and confidently.
2. Reducing Anxiety and Building Predictability
Transitions often involve uncertainty: new people, settings, or expectations. The DfE SEND Code of Practice (0–25 years) highlights that schools must anticipate and reduce anxiety by preparing students for change in accessible ways.
Social stories help by creating predictability. Reading or reviewing a story before a transition allows autistic students to visualise what will happen and prepare emotionally. Teachers can reinforce this with pictures, symbols, or role-play, which anchor understanding and reduce fear of the unknown.
3. Supporting Communication and Emotional Regulation
The DfE’s Whole School SEND programme promotes the use of visual communication tools including social stories as part of inclusive teaching practice.
Social stories can also:
- Help students identify feelings and coping strategies (“If I feel worried, I can take deep breaths or ask for help”).
- Reinforce positive behaviour during transitions.
- Encourage self-advocacy by teaching students to ask questions or use AAC when unsure.
According to the NHS policy guidance, combining emotional regulation strategies with visual storytelling supports wellbeing and reduces stress around change.
4. Collaborating with Families and Professionals
For social stories to work effectively, consistency across home and school is key. Teachers, parents, and therapists should co-create stories using the student’s preferred communication style and interests.
The SEND Code of Practice encourages schools to involve families in transition planning, ensuring that support strategies like social stories are used in both environments. Sharing stories between home and school helps reinforce understanding and reduces uncertainty.
Reassuring Insight for Parents and Educators
Social stories empower students with autism to approach change with confidence and calm. By explaining transitions visually and predictably, educators can transform unfamiliar experiences into opportunities for growth and resilience.
If you’d like expert guidance to better understand your child’s educational progress and sensory needs, Autism Detect offers comprehensive autism assessments for both adults and children.
