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Trying Something New

Roo Bloom · Social Stories · roobloom.com

  1. My first swimming lessonToday I am going to my first swimming lesson.
  2. I might feel nervousI might feel nervous, excited and unsure, all at the same time.
  3. Why new things feel bigNew things can feel big because I don’t know what will happen yet.
  4. I can watch firstI can watch first.
  5. Helping a wobbly bodyIf my body feels wobbly, I can help it.

    I could try… Squeeze my hands, then let go · Count slowly · Stay close to a grown-up

  6. I can say how it feelsI can tell my grown-up how it feels.

    I can say: “I feel nervous. Can I watch a bit longer?”

  7. One tiny stepWhen I’m ready, I can try one tiny step.
  8. I can say stopIf it doesn’t feel okay, I can say “stop”.

    I can say: “I want to stop now.”

  9. Everyone starts somewhereNobody is great at something the very first time.
  10. It gets easierEach time I try something new, it gets a little easier.
  11. I am learningI am learning. I can feel proud of every tiny step.

I can remember

  • New things can feel wobbly. That’s okay.
  • I can watch first.
  • I can try one tiny step.
  • I can say stop if it doesn’t feel okay.
  • I can feel proud of trying.
For grown-ups

What this story teaches

That new things can feel big because they are unknown, and a gentle way in: know the plan, watch first, try one tiny step, say how it feels — and that stopping is allowed.

When to use it

  • Before a first lesson, club or activity.
  • When your child refuses something new, to show there is a smaller step.
  • After a first try, to name the tiny steps your child managed.

For this story

  • Agree a real exit before you go — “You can watch first, and you can stop” — then honour it, even if it means leaving early.
  • Break the new thing into tiny steps and celebrate each one. Watching counts.
  • If your child is scared, in pain or unwell, stop. Trying new things never means pushing through that.

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.