An exploration of how selective mutism training informs teachers' understanding and practice

Abstract

This small-scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition . Implications for teacher training programmes and future research are considered.

The role that schools hold in supporting young people with selective mutism: a systematic literature review

“…The analysed literature also highlighted the importance of collaborating with parents, which involved sharing approaches between school and home, developing parent/ carer understanding and encouraging parents to gently push CYP with SM outside of their comfort zone (Conn and Coyne, 2014;Elizalde-Utnick, 2007;Hahn, 2008;Lawrence, 2018;Mayworm et al, 2015;Williams, 2017). It has long been known that parents of CYP with SM frequently experience symptoms of anxiety, including social anxiety, themselves; this may be one reason why parents can sometimes inadvertently reinforce SM (Johnson and Wintgens, 2016;Kristensen and Torgersen, 2001), or why some school professions find parental collaboration to be challenging (e.g., White et al, 2022). Educational settings, therefore, have a role in facilitating this relationship, and supporting these parents and carers to implement evidence-based approaches delivered in school within wider contexts.…”