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Making a Mistake

Roo Bloom · Social Stories · roobloom.com

  1. Writing my nameAt school, I am writing my name with a red crayon.
  2. A wobbly letterOne letter comes out wobbly and too big.
  3. I might feel frustratedI might feel frustrated, embarrassed or cross.
  4. I can pauseI can pause before I decide what to do.

    I could try… Squeeze my hands, then let go · Count slowly · Say “I need a break” · Hold my calm-down thing

  5. Everybody makes mistakesEverybody makes mistakes. Grown-ups make them too.
  6. Mistakes help me learnMistakes help my brain learn how to do it next time.
  7. I can ask for helpIf I want help, I can ask my teacher.

    I can say: “Can you help me fix it?”

  8. I can choose what to doI can rub it out, try again on a new line, or leave it.
  9. I am not in troubleA wobbly letter is part of learning to write.
  10. I am learningEvery try is practice. I am learning, one letter at a time.

I can remember

  • It’s okay to feel frustrated.
  • I can pause before I decide.
  • I can ask for help.
  • Mistakes help my brain learn.
For grown-ups

What this story teaches

That mistakes happen to everyone, that frustration about them is allowed, and a few things to do: pause, ask for help, and choose — fix it, try again, or leave it as it is.

When to use it

  • When your child tears up or scribbles over work that isn’t perfect.
  • Before starting handwriting, drawing or homework that feels high-stakes.
  • After you make a mistake yourself, as a way to talk about it.

For this story

  • Name your own mistakes out loud: “Oops, I put salt in instead of sugar. I’ll try again.”
  • Offer “leave it” as a real option — not every mistake needs fixing.
  • Praise the recovery, not the perfect result: “You paused and tried again.”

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.