Supporting a child with Selective Mutism (SM) in the classroom often begins with recognizing the signs that a student might need more help than just extra patience or a bit more time. If a student consistently remains silent in class even though they speak freely at home, appears “frozen” when prompted to speak, or struggles to communicate even nonverbally for more than a few weeks, it might be time to explore strategies and consider professional guidance. Below are some tips for teachers and parents to collaborate on to create a classroom atmosphere where kids with SM can gradually find their voices.

Common Symptoms to Look For

1. Consistent Nonverbal Behavior: A student who isn’t responding, even when the question is simple, or who looks physically tense (e.g., avoiding eye contact, appearing “paralyzed” in social settings).

2. Discrepancy in Environments: The student speaks freely at home but remains nearly silent at school or around peers.

3. Prolonged Quietness: If a student goes a month or more without speaking in certain settings (e.g., group activities, one-on-one with teachers), it’s worth investigating further.

If you recognize these patterns, it’s important to consult with a treating professional experienced in SM. The presence of these symptoms doesn’t guarantee a student has SM, but it suggests that the possibility might be worth exploring. Early and appropriate intervention can make a world of difference.

Classroom Tips

Below are some ideas to help set up SM students for success in the classroom. These all helped me at various times throughout my childhood and they were critical for my progress.

1. Welcoming, Predictable Spaces

   • Consistent Routines: Posting a daily schedule can calm the anxiety that stems from not knowing what comes next.

   • Gradual Introductions: If possible, allow the child to visit the classroom before other students arrive, or to meet you in a small group. Familiarization often lowers anxiety.

   • Warm Up Time: Some students with SM benefit from extra warm-up time with a preferred activity to help increase comfort before full class participation.

2. Nonverbal Alternatives (at first)

   • Written or Visual Responses: Give students a whiteboard or sticky notes to participate without speaking initially.

   • Signal Systems: Thumbs up/down, pointing, or holding up a color-coded card can help them communicate wants and needs. This shouldn’t be a permanent solution, but can often be a helpful starting point if a student is entirely frozen at school.

3. Gentle, Step-by-Step Encouragement

   • Forced-Choice Questions: Opinion and personal questions can sometimes provoke additional anxiety and make it more difficult to speak. Instead of “How are you today?” try “Did you travel to school by bus or car?” This narrows down potential responses, reducing pressure.

   • Short, Frequent Opportunities: Small, structured speaking tasks (like reading a single word to a trusted adult) can build momentum over time.

4. Pairing and Small Groups

   • Partner with a Friend: If the student speaks at home or privately with a particular peer, have them work together on an activity.

   • Safe Group Work: Move from pairs to trios, then to slightly larger groups, allowing the child to expand comfort zones in controlled increments.

5. Acknowledging Effort

   • Subtle Praise: A genuine “Nice job” or “I appreciate your effort” can motivate a student to keep trying. Avoid overpraising in a way that might spotlight them too intensely.

   • Celebrating Progress: Whether it’s a whisper, a nod, or sticker, acknowledge it so the student knows their effort hasn’t gone unnoticed.

Importance of Collaboration

SM can profoundly affect a child in multiple settings, so it’s important for everyone in the child’s life to coordinate support.

1. Open Communication: Teachers should share even small wins or minor setbacks with caregivers. This helps track patterns and ensures consistent support at home.

2. Professional Involvement: If signs of SM persist, consider bringing in a treating professional who specializes in selective mutism. They can offer tailored strategies and help coordinate classroom interventions.

3. Unified Plan: A child benefits most when teachers, parents, and clinicians work together by using similar language, rewards, and signals across settings.

Creating a Culture of Understanding

1. Educate Other Students (When Appropriate): Sometimes, a brief explanation of SM can reduce teasing or misunderstanding. A simple “Some kids feel very nervous about talking here, and that’s okay—we can help by being patient.” can go a long way. You can even start a conversation to have others in the class share what they might be afraid of to normalize SM.

2. Encourage Empathy: Remind peers that a quiet classmate might be very talkative in other settings. Everyone has different comfort levels.

My Favorite Resources for Teachers

1. SMA Educators Webcourse

2. SMA Educators Toolkit

3. Kurtz Psychology Selective Mutism University Webcourse

4. Child Mind Institute Teacher’s Guide to Selective Mutism

5. Selective Mutism in School: Incorporating SM Intervention within a Multi-Tiered System of Support - Webinar

6. Understanding Selective Mutism: A Closer Look

7. Differentiating Exposures at School Meaningful Goals for Each Stage of a Childs Journey - Webinar

8. School Advocacy for Kids with SM: Navigating 504s and IEPs - Webinar

9. SM in the Schools: Resources for Supporting Intervention and Collaboration - Webinar

Help Spread the Word

If you found these tips and resources helpful, please forward this newsletter to friends, teachers, or parents who could use extra support. With greater awareness and the right tools, we can all help kids with SM feel safe, understood, and more ready to find their voices.

To the next first,
Jonathan