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Something Breaks

Roo Bloom · Social Stories · roobloom.com

  1. Building a tall towerI build a tall tower with my blocks in my bedroom.
  2. The tower crashes downI put one more block on top. The tower wobbles and crashes down.
  3. I might feel crossI might feel shocked, cross or sad.
  4. Letting the feeling out safelyI can let the big feeling out in a safe way.

    I could try… Move my body — stretch or jump · Tell someone how I feel · Hug a cushion · Find a quiet spot for a bit

  5. I can ask for helpI can tell a grown-up what happened and ask for help.

    I can say: “My tower broke. Can you help me?”

  6. We can build it againDad and I can build it again together.
  7. Some things can be mendedSome broken things can be mended, like my teddy with a patch.
  8. Some things can’t be fixedSome things can’t be fixed. Then I can say how I feel about it.
  9. Sharp things need a grown-upIf something sharp breaks, like a glass, I stay back and get a grown-up.
  10. I am not in troubleThings break sometimes. It doesn’t mean I am in trouble.
  11. I am learningI am learning what to do when something breaks.

I can remember

  • It’s okay to feel upset when things break.
  • I can ask a grown-up for help.
  • Some things can be fixed. Some can’t.
  • Sharp pieces? I stay back and get a grown-up.
For grown-ups

What this story teaches

That it is upsetting when something breaks, that the feeling is allowed, and what to do: let the feeling out safely, ask for help, mend it if it can be mended — and stay back from anything sharp.

When to use it

  • After a favourite toy or model broke and it ended in a meltdown.
  • Before building projects, block play or crafts that might collapse.
  • When your child is scared they will be told off for breaking things.

For this story

  • Safety first: teach “sharp pieces — stay back, get a grown-up” and practise it once when calm.
  • Say out loud whether it can be fixed, so your child isn’t left wondering.
  • Keep blame out of it: “It fell. Let’s see what we can do.”

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.