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Social story topics

Social story: Sitting on the mat

Mat time asks for a lot at once: sitting close to others, keeping a body still, looking at the teacher, waiting to talk. The floor is hard, the carpet can feel scratchy, and the person next to you might wriggle. For autistic and neurodivergent students the sitting itself can take all the attention there is.

This story describes what mat time is for and what the student can do when sitting gets hard, such as using a wobble cushion or a fidget, or asking for a short break. It works best when the story and the classroom rules say the same thing, so pair it with a small set of visual rule cards.

A sample story

Illustration from a sample social story about sitting on the mat: The main character sitting cross-legged on the mat, looking toward the teacher who is seated in a low chair holding an open book.

Sitting on the Mat

  1. 1Each day, my teacher calls everyone to sit on the mat.
  2. 2The mat is where we all listen and learn together.
  3. 3Sometimes the mat feels hard or crowded on my body.
  4. 4I can sit cross-legged, put my hands in my lap, and look at my teacher.
  5. 5I sit on the mat, and I feel ready to learn.

A sample made with HandsOnTop. Yours is written for your student.

Make this story for your student

The situation is filled in. Add a name and what they love, then click Make it — the first one is free.

Free to try · no card needed.

Tips for using it

  • Give the student a marked spot, ideally at the edge where there is less bumping.
  • Put the "what I can do if sitting is hard" options in the story and make them real.
  • Keep mat sessions short at first and lengthen them as the routine settles.

Common questions

Can the story include a fidget or cushion?

Yes. Name the exact tool the student will have, for example "I can hold my squishy ball while I listen." The story should describe what will really happen.

Is it alright for the student to sit at the edge?

Often it is the kindest arrangement. Less bumping and a clear view of the teacher make listening easier, and the story can say that this is their spot.

How do I write it without sounding like a rule list?

The generator writes it as a description of what happens and what the student can do, in a positive voice. You can soften or change any line before printing.