Ordinarily Available Inclusive Provision

Selective mutism in the early years

What is selective mutism?

Selective mutism is an anxiety disorder where a person is unable to speak in certain situations but can speak in other situations.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    • Feels unsure or anxious about speaking in certain situations, particularly in new or unfamiliar settings, even if they are able to communicate comfortably in other environments.
    • Chooses to avoid or disengage from activities, especially those involving social interaction or situations that feel overwhelming or worrying.
    • May struggle with attending regularly.

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    • Work closely with families to understand how the child communicates at home and to check for concerns about speech and language development.
    • A known and trusted adult is available to greet the child at the start of a session.
    • Ensure all staff are aware that any pressure to speak could make the situation worse for the child.
    • Include the child and talk to them without expecting an answer. Use open comments so the child can respond if they are able, but there is no expectation to (for example, “you’re making a very colourful picture, I wonder what it will turn into!”).
    • Comment rather than question during shared play and interactions.
    • Do not expect the child to say hello, please and thank you – remember they are not being rude.
    • Offer alternative forms of communication – use gesture and visual support tools.
    • Respond positively and naturally, accepting the child’s attempts at all forms of communication, for example a gesture, nod or eye contact.
    • The child may find it easier to use puppets, masks, talking tins or recording devices rather than direct talking.
    • Ensure that the child can have their needs met without speaking, for example toileting, meals, drinks.
    • Support peer interactions.
    • Provide small communication friendly areas and spaces.
    • If the child can speak to you, respond naturally, without referring to their talking. Avoid remarks such as “It’s great to hear your voice”.