Situational mutism is a complex anxiety disorder that has a profound impact on a child’s ability to speak in specific social situations, typically at school or in unfamiliar environments.
It is essential to recognise that situational mutism is not a choice or a form of defiance; it is a manifestation of intense anxiety that leaves children unable, rather than unwilling, to speak. This anxiety-induced silence can be misunderstood, leading some to believe that the child is being stubborn or choosing not to communicate. However, it is crucial to recognise situational mutism as a valid and challenging mental health condition.
Situational mutism occurs in children who already face heightened anxiety levels. It is particularly prevalent among the autistic population, where social interactions and new environments can trigger overwhelming anxiety. For these children, mutism may manifest as an inability to communicate verbally in some situations, even though they may have the capacity to do so in others.
Understanding that mutism is rooted in anxiety rather than defiance is the first step towards providing effective support and taking a more compassionate and constructive approach.
A supportive environment
Fostering a supportive and understanding school environment is essential for children to feel safe and encouraged to communicate. Below, I share 10 ideas – different things will feel supportive for different children and in different circumstances.
- Communication cards: Provide the child with a set of communication cards that they can use to express common needs or feelings, such as asking to go to the toilet, indicating hunger, or showing when they are feeling overwhelmed.
- Visual timetables: Create a visual timetable for the child that outlines the daily schedule. This visual aid can help them anticipate when speaking opportunities may arise, reducing anxiety.
- Non-verbal participation: Encourage non-verbal forms of participation, such as drawing, writing, or using gestures during classroom activities and discussions.
- Peer role-models: Pair the child with a supportive peer who can serve as a role model for verbal communication. This peer can model appropriate social interactions and offer reassurance.
- Sensory support: Designate a sensory-friendly corner in the classroom with tools like stress balls, fidget toys, or noise-cancelling headphones that the child can use when feeling overwhelmed.
- Small group activities: Incorporate small group activities into the curriculum, allowing the child to interact with a few class-mates at a time, reducing the pressure of speaking in front of a large group.
- Gradual exposure: If they have one, work with the child’s speech therapist to create a gradual exposure plan. Start with low-pressure speaking tasks and progressively increase the complexity as the child becomes more comfortable.
- Visual supports: Use visual supports like social stories or visual cues to prepare the child for specific speaking situations, such as show-and-tell or presentations.
- Encourage written responses: Allow the child to provide written responses to questions or assignments as an alternative to verbal answers. A mini-whiteboard can work wonders here.
- Positive reinforcement: Implement a reward system that acknowledges and celebrates the child’s communication efforts of all modalities, no matter how small. This can boost confidence and motivation to speak.
Effective communication strategies
Educators can employ various communication strategies to help children feel more comfortable speaking in school. Even better if this can be done in conjunction with a speech and language therapist as they can be instrumental in helping children overcome their challenges through gradual exposure and desensitisation techniques.
The five ideas below build upon the foundation of creating a supportive school environment and offer more specific communication strategies that can be implemented in the classroom.
- Gradual exposure conversations: Work with the child’s speech therapist to create structured, gradual exposure conversations. These should start with simple, non-threatening topics and gradually progress to more complex discussions as the child becomes more comfortable.
- Communication partners: Assign a specific communication partner for the child. This could be a teacher, a teaching assistant, or a peer who the child feels most comfortable with. Having a consistent partner can reduce anxiety and encourage communication.
- Visual communication tools: Introduce visual communication tools like a “communication passport” that contains essential information about the child’s preferences, interests, and communication strategies. This can help bridge gaps in understanding.
- Sensory-friendly communication: Create a sensory-friendly communication space where the child can communicate comfortably. This might include a quiet corner with soft lighting and sensory tools to reduce sensory overload.
- Collaborative goal-setting: Involve the child in setting communication goals. This empowers them to take ownership of their progress and helps educators tailor strategies to their specific needs.
Parent-school collaboration
Collaborative efforts between parents and schools are vital. Here are five more ideas:
- A shared communication plan: Outline how parents and school staff can support the child’s communication goals consistently. Include strategies that work well and co-produce the plan with the child.
- Progress tracking: A shared progress-tracking system allows both parents and educators to monitor the child’s communication milestones and celebrate their achievements together.
- Consistency: Ensure consistency across home and school environments in terms of communication strategies and expectations. Regular communication between parents and teachers is crucial.
- Joint celebration: Celebrate successes as a joint effort. Create opportunities for the child to showcase communication skills, whether through presentations, performances, or other activities.
- Mutual learning: Encourage parents to share their insights and observations about their child’s mutism with teachers and vice-versa. This exchange can lead to more effective strategies and support.
Final thoughts
These strategies aim to create an inclusive educational atmosphere that empowers affected children to communicate. Success hinges on a collaborative approach where educators, parents, and therapists unite to encourage and celebrate progress.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Contact Pooky via www.pookyknightsmith.com and find her previous contributions to Headteacher Update via www.headteacher-update.com/authors/dr-pooky-knightsmith
Headteacher Update Autumn Term Edition 2024
This article first appeared in Headteacher Update's Autumn Term Edition 2024. This edition was sent free of charge to UK primary schools in September 2024. A free-to-download digital edition is also available via www.headteacher-update.com/content/downloads