Selective Mute: A teacher's guide

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What is Selective Mutism?

When a child acts in a certain way, there is usually an underlying reason corresponding to the acting behaviour. Selective mutism can be spotted by noting the child's behaviour during social settings. This guide will be discovering more about selective mutism and how can we help the child.

Selective mutism is a childhood anxiety disorder that affects the child's skills in speaking and communicating in social situations. Within a school setting, they may have complications in interacting with their peers or explaining a new idea. Children with selective mutism are capable of speaking and communicating normally except maybe if they are in an unfamiliar situation or with unfamiliar people.

It usually starts in the childhood stage and if left untreated, it may be carried on until adulthood. 

Studies have shown that about 90% of children with selective mutism have a social phobia or social anxiety. Children with selective mutism do not refuse to speak but they unexpectedly freeze r esponses when they face unfamiliar social situations, but if there are familiar people surrounding them, they are able to speak spontaneously without any feeling of panic. 

Each child experiences social anxiety in distinctive ways. Some learners might be completely silent when they're out among people; some might say fewer than ten words at any one time; and others might not even talk at all. Bilingual children with selective mutism may have a silent period when they are required to speak or practice a new language.

Selective mutism is associated with language-related disorders such as language delays, autism and communication difficulties. Children with limited verbal abilities may have difficulty expressing themselves in any language, making conversations or initiating conversations with other people even more difficult. Other children may be able to express their needs but lack the confidence to use their language skillsin public settings where they feel vulnerable or judged.

School staff play a critical role in supporting children with selective mutism. An awareness of the condition is essential for staff to identify and understand any child who may be living with it. Once identified, there are strategies that can be employed by school staff to help promote conversation and communication. Such strategies can include using visual aids and active learning, as well as ensuring the child is given adequate time to process questions and formulate responses.

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What are the signs of selective Mutism?

Selective mutism usually appears in early childhood between ages 2 and 4. The red light appears in the child's ability during interacting with unfamiliar people.

Some common symptoms are: 

• Feeling nervous, anxious, and embarrassed in a social environment. 
• Fidgeting, avoiding eye contact, lack of movements, and blank expression during unfamiliar real-life settings.
• Lack of speech in school settings and real-life settings.
• Speaking fluently and confidently in familiar social environments (e.g.; with familiar people) but not with others.
• Using nonverbal communication instead of verbal communication to ask for their necessities (e.g: pointing). Using gestures and facial expressions but some children may struggle also in using nonverbal communication.
• Feeling shy but they are able to learn everyday life skills and appear ordinary in different real-life settings.

In addition to these primary symptoms, here are other characteristics of children with selective mutism:

• The symptoms appear at least for one month, but in the first month of school, they may be naturally shy (2 months in new settings), if after one month the child still feels shy it must be taken into consideration.
• The child should be able to speak and understand the normally spoken language in some social situation
• Lack of speech must be appearing during interacting in school environments and social settings 

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What causes selective mutism?

Selective mutism is a feeling of fear and embarrassment in social settings that is uncomfortable for the child. Previous studies have also linked causes such as child abuse, trauma, or upheaval. The current thinking about the onset of symptoms is moving toward the idea that selective mutism is mainly a social anxiety disorder. Some of the childhood conditions might include: 

• The child is feeling very shy and having fear of being embarrassed in front of people.
• If the child has depressive symptoms.
• Children with a sensory processing disorder, if the child is sensitive to sounds (e.g: loud noises), smell, touch, lights, and tastes. Having difficulty in dealing with sensory inputs in the environment, possibly leads to negative behaviour, mute behaviour, anxiety, and frustration.
• If the child has developmental disorders, learning disabilities, such as auditory processing disorder, autism spectru m disorder, where the child starts to feel insecure, more anxious, and not confident in front of people. In addition to that, some chance. In addition to that, some children may develop speech problems when social anxiety kicks in.
• If the child comes from a family with a history of anxiety, or has first-degree relatives with a history of selective mutism, that also leads to the child developing this condition.

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Teaching Strategies for Selective Mutism

There are many strategies that can be used in an education setting to help children living with selective mutism. Building their self-esteem and confidence is crucial in helping them overcome anxiety. These are some of the approaches teachers can use:

• Make the classroom a safe place for the child. Build a positive and comfortable environment where the child feels secure and accepted.
• Encourage nonverbal communication. Children may feel more comfortable communicating through gestures, drawing, or writing. Acknowledge and respond positively to these attempts at communication.
• Use a gradual exposure approach. This involves slowly introducing the child to more challenging social situations. Start with one-on-one interactions with a trusted teacher and gradually introduce small group activities, then whole-class participation.
• Reinforce positive behaviour. Praise any attempts at communication, no matter how small. Avoid pressuring the child to speak, as this can increase anxiety. Instead, focus on rewarding progress.
• Collaborate with parents and specialists. Work closely with the child's parents, therapists, and other professionals to develop a consistent approach to supporting the child's communication development.
• Visual aids can be incredibly beneficial. Flashcards, picture boards, or even a simple thumbs up/thumbs down system can help the child express themselves without needing to speak.
• Be patient and understanding. Overcoming selective mutism takes time and patience. Celebrate small victories and provide ongoing support and encouragement. Remember that every child's process is unique, and progress may not always be linear.

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Here are some activities to help the Selective Mute Child

• Role-Playing: This strategy helps children practice social situations in a safe environment. Start with simple scenarios and gradually increase the complexity. For example, role-playing ordering food at a restaurant or asking for help in a shop.
• Puppet Shows: Puppets can act as a bridge, allowing children to express themselves through a character. This can be particularly helpful for children who are hesitant to speak directly.
• Show and Tell: Encourage the child to share something of interest with the class, focusing on non-verbal presentations such as drawings or demonstrations. Gradually, encourage them to add a few words as they become more comfortable.
• Group Projects: Assign the child to a group project where they can contribute in non-verbal ways, such as creating visual aids or researching information. As they become more comfortable, encourage them to take on more verbal roles.

Research by various academics (eg, Shipon-Blum, 2022) highlights this. Teachers can foster communication in learners with selective mutism. This helps build confidence and reduce anxiety in these learners. Implementing supportive classroom strategies is vital.

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Conclusion

Selective mutism presents unique challenges in the classroom, but with understanding and the right strategies, teachers can make a significant difference in the lives of affected children. Recognising the condition as an anxiety disorder, rather than defiance, is the first crucial step. By developing a safe and supportive environment, employing non-verbal communication techniques, and gradually exposing children to social situations, educators can help them find their voice and participate more fully in their education.

Remember that patience, consistency, and collaboration are key. Working closely with parents and specialists ensures a unified approach to supporting the child's progress. Celebrate every small victory and provide ongoing encouragement, recognising that overcoming selective mutism is a process that requires time and understanding. By implementing these strategies, teachers can helps children with selective mutism to overcome their anxiety and reach their full potential.

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What is selective mutism in a school setting?

Selective mutism is a severe anxiety disorder where a child is unable to speak in certain social situations; this behaviour is often seen in school or with unfamiliar people. Although the child can speak comfortably at home, they effectively freeze when faced with the pressure of talking in public settings.

How can teachers support a child with selective mutism in the classroom?

Teachers can implement small changes such as allowing the child to arrive slightly early to get used to the room before other learners arrive. Encouraging the child to practise non verbal signals helps them communicate their needs without the immediate pressure of speech. This approach helps the child feel part of the classroom organisation without causing extra stress.

What are the benefits of using non verbal communication for quiet learners?

Reducing the demand for verbal responses allows a child to participate in learning activities while keeping their anxiety levels manageable. This approach helps maintain their academic progress and social inclusion while they gradually build the confidence needed to eventually use their voice.

What does the research say about the causes of selective mutism?

Evidence suggests that roughly ninety per cent of children with this condition also experience social phobia or significant social anxiety. Current studies indicate that it is primarily a disorder related to anxiety rather than a sign of defiance or a conscious refusal to communicate.

What are common mistakes teachers make when working with selectively mute children?

A frequent error is putting direct pressure on the child to speak or offering rewards for talking; this usually increases their anxiety and makes speaking even harder. Teachers should also avoid making a big fuss if the child does happen to speak; this unwanted attention can cause the child to retreat back into silence.

When should a teacher become concerned about a child's silence in school?

While many children are naturally shy during their first few weeks in a new environment, teachers should take note if the silence persists for more than one or two months. If the child is able to speak normally at home but remains consistently quiet in school, it is important to recognise that they may require additional support for their anxiety.

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Further Reading

Selective mutism research

Anxiety disorders in school

Supporting selective mutism

1. Steinhausen, H. C., & Juzi, C. (1996). Elective mutism: An analysis of 100 cases. *Journal of the American Academy of Child & Adolescent Psychiatry, 35*(5), 606-614.
2. Dow, S. P., Sonies, B. C., Scheib, D., Moss, S. E., & Leonard, H. L. (1995). Selective mutism and concomitant communication disorders: A retrospective study. British Journal of Psychiatry & Adolescent Psychiatry, 34*(9), 1208-1217.
3. Black, B., & Uhde, T. W. (1995). Elective mutism as a variant of social phobia. Childhood Mental Health & Adolescent Psychiatry, 34*(7), 847-856.
4. Vecchio, J. L., & Kearney, C. A. (2005). Selective mutism in children: Comorbidity and treatment outcome. *Journal of Evidence-Based Practice in Child and Adolescent Mental Health, 5*(3), 151-164.