How to Help a Child with Selective Mutism in the Classroom: 9 Tips

These are the basic best practices for teachers to follow when figuring out how to engage a child with selective mutism

So there’s a student in your classroom with selective mutism. What now? How can you help? First, understand what selective mutism is: an anxiety disorder characterized by a person’s inability to speak in certain social settings such as at school, work, or in the community. It’s important to note that it’s not that people with SM can’t speak but rather that their anxiety prevents them from doing so in these situations. They are typically able to speak comfortably and communicate well in other settings, such as at home with family. Since this anxiety disorder commonly presents in childhood, teachers have the potential to make a big impact on an individual’s progress and development with SM. Here are nine evidence-based tips on how to help a child with selective mutism in the classroom. 

1. Accept nonverbal communication at first

Whenever possible, try to find low-stress, nonverbal ways to incorporate a student with SM into activities. To help them feel like they are part of the classroom, give them a job that does not require communication, such as putting up a bulletin board, holding the door open for classmates, or performing a special task for the teacher. 

Accept nonverbal responses. If they are too anxious to answer a question or participate using their voice in any situation, offer and accept a way for them to respond nonverbally. This will be temporary, with the expectation that eventually the child will be able to give verbal responses and participate in the conversation. But even after the child makes progress, if they struggle to respond to a question or shut down, remind them that a nonverbal response is still an option, using phrases like, “Go ahead and point to the one you want,” or “Nod if you have to use the bathroom.”

2. Avoid questions at first and ease into one-sided spoken communication

People with selective mutism often benefit from a warm-up period where they aren’t expected to speak. This gives them time to get more comfortable in a new setting. When a child with SM enters the classroom, instead of greeting them with, “Good morning, how are you today?” start with something like, “It’s so good to see you this morning! We’re going to have a great day today.” This takes the pressure off of the student having to form a response. As time goes on, you may be able to move into having them high-five you or otherwise give a nonverbal greeting, such as waving.

Then, ease into one-sided communication. Start with descriptions, reflections, and a play-by-play of actions that don’t force a conversation but provide an opening for it. This can look like:

“Great job walking to your seat this morning! Now you’re sitting down on the green circle. I see you’re picking up the red lego, and now you’re reaching for the yellow piece. I see you’re building a tall tower with your legos—I love tall towers!”

3. Ask forced-choice questions and give specific praise

When the time is right and the child has warmed up to nonverbal forms of communication, start asking questions that force them to choose between two options, such as “Do you like the pink or purple crayon better?” or “Does your house have stairs or no stairs?” or “Did you ride in a car or on the bus today?” This way, they have to answer beyond “yes” or “no,” but they don’t have to formulate a long response either. Even if you begin making a yes/no question, you can always add an option at the end to make it a forced choice. For example, if you ask, “Did you ride with your mom today?” add “Or with someone else?” to the end.

When the student does answer a question or otherwise interacts with their peers, be specific with praise and positively reinforce the behavior. Even actions like smiling, waving, moving closer to a peer, or handing you a piece of paper should be acknowledged. Say things like: “Great job handing me that paper!” or “It was really brave of you to smile at your classmate!” or “Thank you for telling me you like the pink crayon!” This lets the child know exactly what they’re being praised for and will help them feel motivated to continue doing it. 

4. Avoid mind-reading and reinforce speech, not gestures

As the child gets more comfortable in the classroom, don’t let the child simply point or shake their head yes or no, and don’t assume you understand what they are trying to communicate by projecting a response for them. Instead, encourage speech by continuing to ask questions. For example, if the student points to a particular chair, ask them, “I see you’re pointing at the blue chair. Do you want to sit there or somewhere else?” 

When the child responds, remember to positively reinforce with labeled, specific phrases: “Great job telling me somewhere else! Would you like to sit in the red chair or the yellow chair?” 

5. Use video to further establish communication and comfort

If struggles with communication continue, consider having your student record a video of something they’re interested in, such as their pet, room, or what they did on the weekend, at home. This way, they can introduce you to their life on their terms while in a setting they already feel comfortable in. You may have to watch the video without them initially and then talk about it with them the next time you see them. Try taking small steps to work toward watching the video together, such as watching short clips of it at a time. 

6. Help engage and facilitate play

Anxiety makes it very difficult for children with SM to initiate or join in play and other interactions with peers. It’s helpful to suggest activities to do at free time and recess and assign tasks that the child with SM and a peer can do together. If a student with SM has a particular friend that they can already speak with, arrange for them to sit next to each other and provide opportunities for them to engage in classroom activities together. This will help the child with SM feel more comfortable and warm up faster to the classroom environment. 

7. Offer small group work

Being in a smaller group setting can help lessen anxiety and the social demands of speaking. If a child with SM is too anxious to complete a task in front of the whole class, offer an opportunity for them to participate within a small group or complete an activity one-on-one with you. Additionally, studies have shown that small-group instruction benefits both teachers and students. In fact, small-group instruction has positive cognitive and social/emotional implications for a child’s development. Although not possible for every activity or lesson, wherever small groups can be built into a curriculum benefits all students including those with selective mutism.

8. Discuss selective mutism in the classroom

Educate your other students on what selective mutism is and how they can help. Many will have questions when they notice their classmate isn’t speaking at school and will ask you about it. They may say things like, “[Name] doesn’t talk.” Correct them gently by saying, “[Name] does talk, but [they] are working on building their brave muscles and talking at school.” 

Don’t worry about bringing unnecessary attention to the student with SM. By addressing the situation in a developmentally appropriate and factual way, you’ll be able to dispel any mistaken ideas the other students may have formed and foster a classroom culture that encourages the child with SM to feel more comfortable and begin using their voice sooner. Ask classmates to be considerate of their friend and encourage them to invite the child with SM to participate in activities and games. After discussing it with the student with SM and their parents, consider also sending information about SM home with the rest of the class so their parents can also be aware of how their child can also help a child with selective mutism in the classroom. 

9. Be positive, encouraging, and enthusiastic

Selective mutism is not oppositional or defiant behavior. Even if it seems that a child with SM is refusing to answer questions or speak, they are simply anxious and unable to speak—even if they want to. Do not reprimand or punish a child with SM for not talking and avoid using guilt to try to get them to speak. 

Children with selective mutism can be extremely sensitive to criticism and easily overwhelmed if they feel they are failing or disappointing someone. Instead, remain calm, positive, and encouraging. Create a warm classroom environment so that they can feel more and more comfortable expressing themselves. Ask the student or their parents about the student’s interests and then try to bring those into the classroom. This will give them a chance to be excited and confident when exploring the things they know about and use their talents.

Remember, children with selective mutism can and do make a lot of progress, but it usually occurs in small steps and takes time and patience. Do you have a child with SM in your classroom? Download our Educator Toolkit and Join the Selective Mutism Association as a member for more tips and resources.