Social stories have emerged as a powerful tool in early childhood education, offering early years practitioners an effective approach to guiding children through various social situations. Following our recent ECDAM session where we explored the use and function of social stories, this article aims to provide a deeper understanding of this technique and how social stories can be practically applied in early years settings.

In my recent longitudinal intrinsic case study, I explored effective methods for enhancing the participation of young children in school settings through a whole-school approach, particularly focusing on the incorporation of Occupational Therapy (OT) within educational environments. This study involved qualitative data collection over the course of a scholastic year, utilizing interviews with educators, focus groups with children, and participant observation conducted weekly at a single school. The outcomes reveal critical findings related to collaboration, inclusion, and the significance of adaptive environments in fostering engagement and academic success.