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Selective Mutism — Tips for Helping Teachers Deal with this Anxiety Disorder in the Classroom

Addressing selective mutism in the classroom can be very difficult and frustrating for teachers. After all, sometimes it seems that a child with selective mutism is just acting out not to speak or participate; and, also, it can be difficult to judge how much the child has learned when he has not read aloud, etc.

Selective mutism is usually a symptom of an anxiety disorder, and the full impact of this disorder is usually not manifested until the child starts school. It is more often in the classroom where the effects of selective mutism are more serious. Therefore, it is more often the teacher who must treat, learn to face, and fight against this disorder.

Fortunately, there are things teachers can do to help deal with selective mutism in the classroom. Here are some tips:

· The teacher is quite often the center of the most intense symptoms of the child. Be patient. Realize that there is another child you may know under the shell of selective mutism.

· Understand that as a teacher, you are an integral part of helping students fight their selective mutism. Be understanding. Understand that the symptoms of selective mutism are not intentional, and therefore you should not get frustrated or angry.

· If you suspect selective mutism, refer the child and parents to a health practitioner or a psychologist. Together, they can help you come up with a behavior-based treatment plan. This is the most effective approach to treating selective mutism.

· Work alongside a speech-language pathologist (SLP). In fact, you (the teacher), the parents, the child, the psychotherapist, and the SLP are all important parts of the treatment team. Coordinate your actions and work together.

· Do not try to force the child to talk. Of course, it is good to gently encourage the child to talk.

· Reward and praise the child for speaking and participating in class. The reward of the child will make him feel like a part of the classroom, but more independent at the same time. It can help you slowly shed the shell of anxiety.

· A child with selective mutism is best suited for routine and structure.

· Maintain a predictable structure and be sure to clearly explain classroom activities. Doing these things will help reduce the unknown and give the child a sense of structure.

· Try to avoid sudden schedule changes. If you are planning a change in the schedule or a new activity, give the children a preview of the expected change.

· Even if a child with selective mutism cannot jump right into an activity, he could after a while. It is easier for him to join when he has observed other children and knows what to do. Help the child engage in the activity, and then slowly fade away as he becomes more confident.

Assessing the development and skills of a child with selective mutism can be very difficult for the teacher. After all, it is difficult to judge how well a child can read if he has not read aloud.

· Realize that just because you have not seen signs of the child’s ability, it does not mean that he does not understand.

· Talk to an SLP to learn about different methods of assessing a child’s reading skills.

· Some children will point to letters or engage in other nonverbal assessment.

· See if the child allows his parents to video record his reading at home.

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