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My Routine Changes

Roo Bloom · Social Stories · roobloom.com

  1. Tuesday is swimming dayEvery Tuesday, my class goes swimming.
  2. The card changesToday my teacher takes the swimming card away.
  3. I might feel upsetI might feel upset, worried or disappointed.
  4. Taking a momentI can take a moment before I think about the new plan.

    I could try… Find a quiet spot for a bit · Hug a cushion · Move my body — stretch or jump · Say “I need a break”

  5. I can look at my scheduleI can look at my picture schedule again.
  6. I can ask what’s nextI can ask what happens next.

    I can say: “What comes after library?”

  7. I can ask about swimmingI can ask when swimming will happen.

    I can say: “When can we swim again?”

  8. Ordinary reasonsRoutines can change for simple reasons, like a closed pool.
  9. I can try the new thingI can give the library a try.
  10. Changes get easierEach time my routine changes, I get a little more practice.
  11. I can manage changesI can manage a change, even when it feels hard.

I can remember

  • My feelings are okay.
  • I can look at my schedule again.
  • I can ask what happens next.
  • Lots of my day stays the same.
  • Routines change, and I can too.
For grown-ups

What this story teaches

That a routine can change for ordinary reasons, that feeling upset about it is allowed, and what helps: a moment for the body, looking at the schedule again to see what stays the same, and asking what’s next.

When to use it

  • Before a week you know is different — a closed pool, a school event, holidays.
  • Alongside a picture schedule at home or school.
  • After a routine change went well, to name what your child did.

For this story

  • Change the schedule card with your child, not behind their back, and say what stays the same.
  • Tell them when the old thing comes back, if it does: “Swimming is back next Tuesday.”
  • Ask the teacher to warn you about changes early, so you can read this story first.

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.