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A Loud Noise Happens

Roo Bloom · Social Stories · roobloom.com

  1. A very loud noiseDad turns on the vacuum cleaner. It is very loud.
  2. I might feel scaredI might feel scared, cross or shaky.
  3. My ears hear stronglySome sounds feel much louder to my ears than to other people’s.
  4. Looking after my earsI can look after my ears straight away.

    I could try… Cover my ears or use headphones · Find a quiet spot for a bit · Hold my calm-down thing

  5. I can ask what it isI can ask what the noise is.

    I can say: “What is that noise?”

  6. I can move awayI can move away to somewhere quieter.
  7. I can say it’s too loudI can tell my grown-up when a noise is too loud for me.

    I can say: “That’s too loud for me.”

  8. A warning firstNext time, Dad can tell me before the vacuum goes on.
  9. Loud noises stopLoud noises stop. The vacuum goes off when the floor is clean.
  10. Headphones are okayCovering my ears or wearing headphones is always okay.
  11. I am learningI am learning what helps my ears. I can feel proud of that.

I can remember

  • My feelings about noise are okay.
  • I can cover my ears or wear headphones.
  • I can say, “That’s too loud for me.”
  • I can ask what the noise is.
  • Loud noises stop.
For grown-ups

What this story teaches

That some sounds really do feel louder to some bodies, that covering ears, headphones and moving away are good ways to look after them, and that the child can ask what a noise is and say when it is too loud.

When to use it

  • After a noise has been upsetting, once everyone is settled.
  • Before a planned noisy moment: vacuuming day, a fire drill, fireworks night.
  • When introducing ear defenders or headphones, so they feel like a tool and not a fuss.

For this story

  • Keep headphones or ear defenders where your child can reach them without asking.
  • Warn before noise you control — the vacuum, the blender, the hand dryer — and offer a choice: headphones, another room, or staying close to you.
  • For fire alarms, safety comes first: practise “ears covered, walk out with the class” at a calm time, and ask school if they can warn you before planned drills.

How to use it

  • Read it together on a calm day, not mid-meltdown. In the hard moment itself, fewer words help more: stay close, keep everyone safe, and save the story for later.
  • Read it again just before a tricky moment you can see coming: on the way to the park, the night before a haircut.
  • Make it fit your child: skip pages, stop when they’ve had enough, swap a detail as you read so it matches your child’s day, or read only the “I can remember” card.
  • Add your child’s first name on the story’s opening page and it appears in a line or two. The name stays in this browser and is never sent anywhere.
  • Use the story’s words in real life (“No means not right now”), and model them when you hear “no” too.
  • Notice tries, not perfect calm. Big feelings are allowed; the story is about what to do with them.

Good to know

  • These stories are for everyday disappointments and changes. They never mean a child should put up with pain, fear, unsafe touch, bullying or anything that hurts — telling a trusted adult is always the right answer there.
  • Nothing here asks a child to make eye contact, hug anyone — family included — stop stimming or stop crying. Crying and moving are ways bodies cope, and headphones or a break are always allowed.
  • Where a story says a grown-up will do something — stop when a hand goes up, give a warning, keep a “later” spot — make sure it really happens, or change that page. A signal that isn’t honoured teaches a child their words don’t work.
  • The aim is understanding and choices, not a quiet or compliant child. Asking “why?”, saying no to touch and disagreeing in words are skills to welcome.
  • Visual stories help many children and not every child. Adapt, skip or change any page. This is an educational resource, not therapy or medical advice.