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An Accident Happens

Roo Bloom · Social Stories · roobloom.com

  1. Running at lunchtimeAt lunchtime, I am running fast in the playground.
  2. I bump into my friendI don’t see my friend. I bump into them and they fall over.
  3. I might feel worriedI might feel shocked, worried or sorry.
  4. It was an accidentIt was an accident. I didn’t mean it to happen.
  5. I can say sorryI can say sorry and ask if my friend is okay.

    I can say: “Sorry! Are you okay?”

  6. My friend has feelings tooMy friend might still feel sad or cross for a bit. That’s okay.
  7. I can get a grown-upIf my friend is hurt, I can get a grown-up to help.
  8. Helping my wobbly bodyMy body might still feel wobbly. I can help it settle.

    I could try… Take slow breaths · Have a drink of water · Stay close to a grown-up

  9. If I get hurtIf someone bumps into me and I get hurt, I can tell a grown-up too.

    I can say: “I got hurt. Can you help?”

  10. Accidents happenAccidents happen to everyone. I am still a kind friend.
  11. I am learningI am learning to slow down near people, and to say sorry.

I can remember

  • It’s okay to feel worried.
  • I can say “Sorry! Are you okay?”
  • My friend’s feelings matter too.
  • If someone is hurt, I get a grown-up.
For grown-ups

What this story teaches

That accidents happen and are not on purpose, that feeling worried afterwards is allowed, and what to do: say sorry, check the other person is okay, respect their space, and get a grown-up if anyone is hurt — including themselves.

When to use it

  • After a playground bump or knocked-over tower that led to a big reaction.
  • When your child worries they’ll be blamed for accidents.
  • When your child is on the receiving end of bumps and doesn’t tell anyone.

For this story

  • Separate “accident” from “on purpose” in your own words, both when your child causes a bump and when they receive one.
  • A sorry can be spoken, written, or a wave — it doesn’t need a look, a hug or a set phrase to count.
  • Make sure your child knows who to tell at school if they get hurt, and that telling is always okay.

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.