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Behavioral Sciences
Special Issues
Approaches to Overcoming Selective Mutism in Children and Youths
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Approaches to Overcoming Selective Mutism in Children and Youths

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 30 September 2025 | Viewed by 2487

Special Issue Editor

Prof. Dr. Heidi Omdal

E-Mail Website
Guest Editor
Department of Education, University of Agder, 4630 Kristiansand, Norway
Interests: selective mutism; implementation; collaboration; early intervention; social-emotional difficulties

Special Issue Information

Dear Colleagues,

Children with selective mutism (SM) consistently avoid speaking in specific social situations. Often, they remain silent in school/kindergarten while speaking normally to parents and siblings at home. SM is an anxiety disorder rather than general shyness or social anxiety. These children’s aversion to talking, together with their resistance to pressure to speak, is reminiscent of children with specific phobias. Just as resistance to the feared object of a phobia can be reinforced by attempts to make the child confront it, these children’s resistance to speaking can become stronger by well-intentioned initiatives to help them speak. SM can exist alongside autism and interferes with learning and social communication. It is associated with an increased risk of serious mental health problems the longer it lasts. Early intervention in schools and kindergartens, and close cooperation with parents could prevent this, but few support services have sufficient knowledge of SM to treat the child successfully or to offer the family/school/kindergarten helpful guidance. Understanding the nature of SM, with or without autism, is crucial for successful intervention. This Special Issue will explore the conceptualization of SM linked to approaches that enable children and youths to participate in learning activities and social interactions and ultimately overcome their SM.

Prof. Dr. Heidi Omdal
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • selective mutism
  • successful approaches
  • participation
  • social interactions
  • collaboration
  • communication
  • parents
  • kindergarten and school

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Published Papers (3 papers)

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Research

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21 pages, 1859 KiB  
Article
Exploring the Experiences and Current Support of Children and Young People with Selective Mutism Within Mainstream Secondary Schools
by Sophie Walker and Caroline Bond
Behav. Sci. 2025, 15(7), 947; https://doi.org/10.3390/bs15070947 - 14 Jul 2025
Viewed by 100
Abstract
Few studies have explored the views of children and young people (CYP) with selective mutism (SM), and even less is understood regarding their experiences in relation to the support that they receive within school. Across three case studies, direct interviews with CYP with [...] Read more.
Few studies have explored the views of children and young people (CYP) with selective mutism (SM), and even less is understood regarding their experiences in relation to the support that they receive within school. Across three case studies, direct interviews with CYP with SM attending mainstream secondary school were conducted non-verbally, aiming to explore their current experiences of school and support. Subsequent interviews were conducted with the CYP’s key stakeholders, including parents/carers, school staff, and professionals with ongoing involvement. These interviews aimed to build on information shared by the CYP. Analysis highlighted the importance of individual experiences and support, relationships with peers and trusted adults, collaboration, communication across the setting, and importantly, a secure understanding of SM across the school setting. Clear implications for school professionals emerged. Future research should continue to work toward the exploration and development of knowledge and understanding of SM and gather the experiences of a wider range of CYP and families. Full article
(This article belongs to the Special Issue Approaches to Overcoming Selective Mutism in Children and Youths)
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Review

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15 pages, 271 KiB  
Review
Understanding Selective Mutism in Very Young Children
by Kimberly Renk, Kaitlyn Daleandro, Madison Verdone, Haifa Al-Bassam and Quiyara Murphy
Behav. Sci. 2025, 15(7), 923; https://doi.org/10.3390/bs15070923 - 9 Jul 2025
Viewed by 567
Abstract
Although professionals who work with children and adolescents are well aware of psychological symptom presentations once children and adolescents are in school, such symptom presentations in very young children are less understood. Diagnoses like selective mutism may promote further complications for professionals, as [...] Read more.
Although professionals who work with children and adolescents are well aware of psychological symptom presentations once children and adolescents are in school, such symptom presentations in very young children are less understood. Diagnoses like selective mutism may promote further complications for professionals, as the symptom presentation of anxiety and failure to speak in this diagnosis may overlap with the acquisition of speech and language milestones and problems in very young children. Thus, providing professionals who work with very young children a way to adapt their thinking about selective mutism symptom presentations and interventions is of utmost importance. As a result, this clinically oriented paper will compare DSM-5-TR criteria to DC:0-5 criteria, consider the occurrence of selective mutism symptoms in the context of young children’s speech and language milestones and problems, and reflect upon how intervention adaptations meant to incorporate parents into treatment and account for the capacities of very young children can be helpful in facilitating successful outcomes. It is hoped that having this constellation of clinical information in one place will help providers gain clarity regarding selective mutism symptom presentation and relevant intervention considerations for very young children. Full article
(This article belongs to the Special Issue Approaches to Overcoming Selective Mutism in Children and Youths)
11 pages, 227 KiB  
Review
Multi-Faceted Assessment of Children with Selective Mutism: Challenges and Practical Suggestions
by Maayan Shorer
Behav. Sci. 2025, 15(4), 472; https://doi.org/10.3390/bs15040472 - 5 Apr 2025
Viewed by 1246
Abstract
The multi-faceted nature of Selective Mutism (SM), and its comorbidity with other disorders, necessitates a comprehensive assessment process. However, evaluating children with SM presents significant challenges, including difficulties in building rapport, establishing an accurate diagnosis, and conducting formal psychological and neuropsychological assessments. This [...] Read more.
The multi-faceted nature of Selective Mutism (SM), and its comorbidity with other disorders, necessitates a comprehensive assessment process. However, evaluating children with SM presents significant challenges, including difficulties in building rapport, establishing an accurate diagnosis, and conducting formal psychological and neuropsychological assessments. This paper explores the key obstacles in assessing children with SM and provides practical recommendations for overcoming these challenges. Effective strategies for reducing anxiety during assessments include extended rapport-building phases, playful and engaging interactions, and the strategic use of parental involvement. Additionally, given the variability in SM symptoms across different settings, a multi-informant and multi-method assessment approach—including clinical observation, structured interviews, and standardized parent- and teacher-report measures—is recommended. This paper also discusses adaptations for formal testing, particularly in cognitive, language, and neurodevelopmental assessments, where SM-related speech avoidance can interfere with standardized evaluations. Nonverbal assessment tools, modifications to testing environments, and alternative response formats are proposed as potential solutions. Furthermore, we highlight the importance of differentiating SM from overlapping conditions, such as autism spectrum disorder and language impairments, to ensure accurate diagnosis and intervention planning. By implementing tailored assessment strategies, clinicians and researchers can improve diagnostic accuracy and better understand the unique needs of children with SM. This, in turn, can inform individualized treatment plans, enhance educational placement decisions, and support the overall well-being of children with SM. Full article
(This article belongs to the Special Issue Approaches to Overcoming Selective Mutism in Children and Youths)
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