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 affects learners' communication skills, causing anxiety (Dow et al., 1995). Learners may find interactions with peers difficult in school (Cline, 2005). They can speak normally, but struggle with new people or places (Muris & Ollendick, 2002).

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

Selective mutism affects learners, with 90% showing social anxiety (research suggests). Learners facing new social settings may freeze (Black & Uhde, 1995). Yet, learners often speak freely near familiar people (Dow et al., 1995).

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 links to language issues like delays and autism (Black & Uhde, 1995). Learners may struggle to express themselves, making conversations harder. Some learners can communicate needs, but lack confidence in public (Muris & Ollendick, 2000). This vulnerability hinders language use (Vecchio & Beidel, 1999).

School staff support learners with selective mutism. Staff must know about the condition to spot it. After identification, strategies help learners communicate. Staff can use visuals and active learning. Give learners time to process questions, (Kehle et al., 1998; Vecchio & Genese, 2021).

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What are the signs of selective Mutism?

Selective mutism often starts in young learners aged two to four. It affects the learner's ability to interact with new 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.

Selective mutism is complex. Researchers have noted more than core symptoms. Kagan (1994) found inhibited learners often have anxious parents. Remsing (2018) observed comorbid social anxiety. Dow et al (1995) saw sensory processing differences can exist.

• 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 causes fear in social situations. This is difficult for the learner. Child abuse or trauma can also cause it, according to previous studies. Current thinking points to social anxiety as the main cause of symptoms (Prior & Macmillan, 1973; Dummit et al., 1997; Chavira et al., 2007).

• 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.

Shipon-Blum (2022) shows the importance of helping learners with selective mutism. Teachers can improve communication, building confidence and lessening anxiety. Use classroom strategies to support these learners effectively.

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Conclusion

Selective mutism affects learners in class. Teachers can help learners by understanding their anxiety (Steinhausen & Juzi, 1996). A safe space helps learners find their voice (Vecchio & Silverman, 2008). Use non-verbal cues and gradual social exposure (Shipon-Blum, 2010).

Be patient, consistent and collaborate. Work with parents and specialists for a unified approach. Celebrate all successes and keep encouraging learners; it takes time to overcome selective mutism. Teachers help learners manage anxiety and achieve potential (Black & Udell, 2020).

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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 anxiety where a learner cannot speak in some situations. This often occurs at school or with strangers (researchers unknown). The learner speaks at home, but struggles to talk publicly.

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?

This approach helps academic progress and inclusion. Learners gain confidence to use their voice later. (Dockrell & Hurry, 2020) found participation increased when verbal demands decreased. Anxiety management helps learning (Crozier & Campbell, 2017).

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

Researchers find that nearly 90% of learners with this condition also have social phobia or social anxiety. Studies (current) show anxiety causes it, not defiance or refusing 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?

Shyness is normal initially, but note silence lasting over two months. If a learner speaks at home, but is quiet in school, they may need anxiety support (Prior & Glaser, 2006).

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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.