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When My Body Is Telling Me I Need a Break

Roo Bloom · Social Stories · roobloom.com

  1. A long time at my deskIn class, I have been doing maths for a long time.
  2. My body sends signalsMy body starts sending me signals.
  3. I might feel wobblyI might feel cross, wobbly, or like I want to cry.
  4. Every body needs breaksEverybody’s body needs breaks, even grown-ups.
  5. I can tell my teacherI can tell my teacher, or show my break card.

    I can say: “I need a break.”

  6. My break spotI go to the break spot in our classroom.
  7. Helping my bodyIn the break spot, I can help my body feel better.

    I could try… Hug a cushion · Hold my calm-down thing · Move my body — stretch or jump · Have a drink of water

  8. A break is not troubleTaking a break doesn’t mean I am in trouble.
  9. Coming backWhen my body feels ready, I can come back.
  10. It gets easierThe more I listen to my body, the easier it gets.
  11. I am learningI am learning to listen to my body.

I can remember

  • My body’s signals are okay.
  • I can say, “I need a break.”
  • I can go to my break spot.
  • I can come back when I’m ready.
  • Breaks help me learn.
For grown-ups

What this story teaches

That tiredness, buzziness, noise and tightness are signals worth listening to, that asking for a break is a skill and not trouble, and the shape of a good break: say it, go to the break spot, help the body, come back when ready.

When to use it

  • When setting up a break card or break spot at school or at home.
  • After a day when your child held on too long and it all came out later.
  • Before a long or demanding day: a school trip, a family event, a long drive.

For this story

  • Agree the break phrase or card with school, and make sure it works without your child having to explain why.
  • Watch for early signals — fidgeting, rubbing eyes, going quiet — and offer a break before it gets too big.
  • Breaks aren’t rewards or punishments. Never take them away as a consequence.

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.