Helping Your Child Find Their Voice

Selective mutism, also known as selective mutism, is a complex childhood anxiety disorder where a child consistently chooses not to speak in certain social situations, despite being capable of speech in other settings. This can be a challenging experience for both children and their families, often causing misunderstandings and concerns about their development. Understanding elective mutism involves recognizing the anxiety that underlies it, and supporting children with patience and specialized strategies to help them feel comfortable expressing themselves.

Recommendations for Working with Students with Communication Disorders

Selective Mutism is a specific verbal behavior disorder characterized by a child’s silence in the presence of certain people or in particular situations, despite having fully developed speech. It is often accompanied by emotional and social consequences, such as avoiding social contact and isolation.

When Communicating with a Student with Selective Mutism, We Should:

• Respect their silence and never force them to speak.
• Avoid promising rewards for verbal communication.
• Assign tasks that do not require spoken language but allow active participation in the classroom (e.g., distributing notebooks).
• Prioritize group activities, as a child’s first spoken words often emerge during group work.
• Accept all forms of communication, including whispering, as whispering is considered a transitional step toward regular speech. Children may initially whisper in a group, then in pairs, and eventually speak on their own.

How to Approach a Child with Selective Mutism

1. Do not force the child to speak. Allow alternative ways of expression such as writing, gestures, or picture communication (symbols, manual signs).
2. Treat them as an equal communication partner.
3. Respond naturally if they choose to speak.
4. Respect their choice to speak or remain silent in social settings—do not offer rewards for speaking.
5. Focus on developing inner speech, language comprehension, and reading comprehension.
6. Encourage their self-esteem in areas where they excel.
7. Support their participation in group activities without making them the center of attention.
8. Ask yes/no questions instead of open-ended ones, as these may be easier to answer.
9. Respect their individual pace in both learning and adapting to new environments.
10. Assign non-verbal classroom tasks that help them feel included (e.g., erasing the board, watering plants).

General Recommendations for Parents and Teachers Working with Children with Communication Disorders

• Accept and respect the child’s communication challenges and personality traits.
• Recognize behavior linked to their communication difficulties.
• Encourage and guide their self-expression in a supportive way.
• Provide opportunities for positive reinforcement.
• Stimulate the development of skills that may be underdeveloped due to their disorder.
• Support all attempts at verbal and written communication while fostering communication skills in classmates.
• Set reasonable expectations, offering support without lowering academic standards.
• Maintain confidentiality about the child’s condition—do not discuss their challenges with other students or parents.

By providing a supportive and understanding learning environment, teachers can help children with elective mutism feel safe, included, and encouraged to gradually develop their communication skills.

Ms. Eva Gogova