Using Social Stories in a Waldorf Setting

Social Stories are an evidence-based and inclusive educational tool. They are short, simple narratives used to teach social skills, routines, or behaviours, with the aim of helping children navigate social situations. While they are often tailored for individual children—especially those with autism or developmental differences—they can also be used effectively with a whole class group/class.

Social Stories were developed in 1989 by Carol Gray, an American teacher working with autistic children in mainstream schools. Gray created these narratives to address “misunderstandings” and provide her students with the information they needed to successfully navigate social situations. These stories use clear, descriptive language to support social understanding, reduce anxiety, and improve responses.

Social Stories typically follow a simple structure:

*  Title – what the story is about

*  Context – where and when it happens (sometimes including why)

*  What happens – a step-by-step description

*  Expected behaviour – what the child(ren) can do

*  Positive ending – reassurance or outcome (the “happy ending”)

Sentences are short, clear, and descriptive. They are often supported with simple images or photographs, providing visual cues that help children process the information.

One of the strengths of Social Stories is their use of descriptive rather than imaginative or metaphorical language, which supports clarity. By stating actions and desired behaviours in a positive way, they incorporate an element of positive forecasting—focusing on what can go well, gently preparing for what might happen, how one might feel, and what to do in response.

I have used Social Stories in my practice since 2023, when I was first introduced to them by an Early Intervention Teacher working with one of my students. Initially, I used simple images sourced online or photographs of the child themselves, familiar people, places, and objects. When created in collaboration with whānau, these stories can help align all adults around the child in a spirit of kotahitanga, working together toward a shared learning goal. More recently, I have begun using Canva (a free user-friendly, web-based graphic design platform) to create Social Stories that are more visually engaging.

I have used Social Stories with individual children to support a range of situations, including: going to the toilet; wearing over-pants in the sandpit during colder months; staying for rest time; starting kindergarten; remaining within boundaries in the forest (responding to “stop” and haere mai); and understanding how to respond when someone is upset (our “book of love and kindness”). I have also created a Social Story for the whole class to support Civil Defense drills. Our school also uses a Social Story to help all Class 1 children transition into school.

Something special happens when teachers and parents come together to share their hopes for a child. This process builds mutual trust and understanding, as we all try to see the world from the child’s perspective. It also invites creativity. Creating a book together—one in which the child feels seen, understood, and positively guided—can have a profound effect at a soul level. It strengthens relationships and can support meaningful shifts in behaviour. These stories can hold a great deal of aroha.

I have also drawn on the Social Story approach within my morning circles. For example, by gently rehearsing the flow of our Matariki Festival as it would unfold in the evening, I was able to support one particular child—and indeed the whole class—to feel prepared and confident. Importantly, this did not diminish the magic of the experience. Instead, it allowed the children to fully participate, knowing what to expect and what was being asked of them.

Ultimately, Social Stories offer a gentle yet powerful way to support children in meeting the world with greater confidence and understanding. Within a Waldorf setting, where imagination, rhythm, and relationship are deeply valued, they can sit harmoniously as a practical tool that honours the child’s perspective while offering clear guidance. When created with care and in partnership with whānau, these stories become more than just teaching tools—they become expressions of connection, intention, and aroha, helping each child feel seen, supported, and capable.

Contributed by Laura Lopez

Resources:

Canva (n.d.): https://www.canva.com/

Gray, Carol (2026): Creating Connections through Stories, https://carolgraysocialstories.com/

Early Years Research Lab (2026): Social Stories Guide, https://eyrl.nz/social-stories-guide/?utm_source=chatgpt.com

Lopez, Laura (2023): Civil Defence Social Story, https://drive.google.com/file/d/1vIqhh-J3FWvzc5RUblRbaqFX3oyGrJ4T/view?usp=sharing