Working in partnership to support children and young people with selective mutism: A reflexive thematic analysis from parent and teacher perspectives

Abstract

Selective mutism (SM) is an anxiety disorder where children can speak in some situations but are unable to do so in others, despite having age-appropriate language skills. There is limited awareness and understanding of SM in both school settings and society, often leading to misunderstandings of affected children. Early intervention is crucial to alleviating the anxiety associated with SM, helping children find their voice. Given the significant challenges children with SM face in school, it is vital that schools play a central role in reducing anxiety and creating a supportive environment. Research shows that outcomes improve when parents and schools collaborate to provide consistent support. This study used semi-structured interviews and a critical realist approach to explore the experiences of parents and teachers supporting children with SM, focussing on effective partnership working. Reflexive thematic analysis of data from four parents and three teachers revealed that while parents' experiences were predominantly negative, teachers reported more positive experiences. Effective partnerships were marked by teachers and settings that actively listen, engage with parents and value their expertise. Shared priorities and mutual trust were also identified as crucial elements.