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Someone Moves My Things

Roo Bloom · Social Stories · roobloom.com

  1. My line of carsI make a long line of cars on the living-room floor.
  2. My line is goneAfter lunch, my line is gone. Mum tidied the cars away.
  3. I might feel upsetI might feel upset, cross or muddled.
  4. Helping my bodyI can help my body before I talk to Mum.

    I could try… Move my body — stretch or jump · Squeeze my hands, then let go · Find a quiet spot for a bit · Hug a cushion

  5. Mum didn’t knowMum might not know my line was important to me.
  6. I can ask where they areI can ask where my things are.

    I can say: “Where are my cars?”

  7. Mum can tell meMum can tell me where they went.
  8. I can say how I like itI can tell Mum how I like my things.

    I can say: “Please ask before you tidy my line.”

  9. I can choose what’s nextI can make my line again, or keep it somewhere safe.
  10. People can learnOther people can learn how I like my things.
  11. I am learningI am learning to use my words when my things move.

I can remember

  • My feelings are okay.
  • I can ask where my things are.
  • I can say how I like my things.
  • I can keep special things somewhere safe.
For grown-ups

What this story teaches

That when someone moves their things, it is usually because the person didn’t know it mattered — and that the child can ask where things went and explain how they like them. Lining up and arranging are valued, not something to grow out of.

When to use it

  • After a meltdown over a tidied-away line, tower or arrangement.
  • Before a cleaner, visitor or grandparent comes, if things may get moved.
  • When siblings share a room or play space.

For this story

  • Agree a “don’t tidy” spot — a mat, tray or shelf — where arrangements can stay.
  • Take a photo of a line or build before it has to be packed away, so it isn’t lost.
  • Tell family and visitors which things to leave, and model asking first yourself.

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.