Selective Mutism in Children: The Special Case of Multilingualism

Article by Niloufar Jamali (guest contribution; translated from german to english), 06.01.25

When children come into intense contact with a new language—such as entering kindergarten or moving abroad—they may initially remain silent in this new linguistic context. Whether and how long this so-called “silent phase” lasts depends on the child’s personality, age, and other circumstances. But when does a silent phase become a cause for concern? How can a “normal,” temporary silent phase be distinguished from selective mutism?

In her guest contribution, Niloufar Jamali, a specialist in the field of selective mutism, explains what selective mutism is, what signs to look for, and how parents, educators, and teachers can and should address it.

Enjoy reading!

Dr. Adeline Hurmaci

What is Selective Mutism?

Selective mutism is a classified anxiety and communication disorder, describing the difficulty of speaking in certain situations and/or with specific individuals. The term “selective mutism” emphasizes that the silence is not voluntary. Rather, the term “selective” refers to the situation and the group of people with whom the silence occurs. Mutism is often noticed during kindergarten age, but adolescents and adults can also suffer from it if it goes untreated.

Causes

The development of mutism is understood to stem from a multifactorial framework. Current explanatory models consider the following:

• Genetic predisposition
• Pre-, peri-, and postnatal developmental disorders
• Stress-theoretical coping strategies
• Psychiatric underlying conditions (in the family)
• Learning-theoretical conditioning processes (maintaining factors)
• Environmental influences

Signs of Mutism in Children

• Age-appropriate language comprehension is present.
• There is no profound developmental disorder.
• Communicative behavior changes noticeably, depending on the current situation.
• In certain stressful situations, silence is predictable.

Guidelines

• Does language comprehension and production suffice for social communication?
• The silence has lasted longer than one month and is not limited to the first month after entering kindergarten or school.
• Speaking occurs only in certain situations and/or with certain individuals.
• Is the silence predictable?
• Can specific situations be identified that determine communicative behavior? Here the speaker, there the silent one?

Helpful Observations

• Does the affected person respond appropriately and age-appropriately to instructions?
• Are non-verbal means like pointing, nodding, or shaking the head observed?
• How, with whom, and when does the person communicate?
• Can eye contact be maintained? For how long? With whom?
• What does the affected person achieve with their silence?
• What are their strengths? What resources do they have?
• Have they already made any vocalizations? When, with whom, in what situation?
• Can similar situations be recreated?

Comorbidity (Some Examples)

Selective mutism is often accompanied by other independent disorders, such as:

• Social anxiety: Persistent fear of social encounters with others, especially fear of judgment.
• Psychological disorders: Separation anxiety, sleep and eating disorders, enuresis, encopresis.
• Speech developmental disorders: Difficulties in language-demanding situations are often related to speech developmental disorders (Schoor, 2001).

What Can Teachers and Educators Do?

• Recommend a speech therapy examination.
• A prescription for therapy is necessary.
• Collaborate with experts familiar with the disorder.
• Inform oneself (or be informed) about the disorder.
• Reassure the affected person that help is available.
• Avoid exerting pressure.

Close interdisciplinary collaboration with teachers, parents, psychotherapists, and other professionals is recommended.

Key Points

It is important to emphasize that mutism is not deliberate and should not be seen as personal or as defiance. Those affected often experience significant distress.

Additional Typical Observations

• No progress toward speaking is evident.
• Silence is rigidly maintained.
• Someone is often used as a "spokesperson" for the affected individual.
• Silence continues even during play.
• Other behavioral abnormalities or social risk factors may be observed.
• Parental reports often reveal a difference between behavior at home and outside, such as in institutions.

Mutism can manifest in diverse ways. Some use non-verbal means like nodding or shaking their head, while others remain stiff in posture. The symptoms can vary among individuals. Beyond the cardinal symptom of silence, feelings of abandonment, helplessness, inhibition, shame, inferiority, and communicative overwhelm can also contribute.

When the lack of speech is addressed, children often avert their gaze, turn away from the speaker, and their posture and facial expressions freeze ("freezing"). Vocal expressions, such as laughing, crying, or coughing, may be absent, and they might not even make sounds when in pain.

Treatment

Awareness of mutism is crucial, as misunderstandings and ignorance still prevail. Knowing what is happening and that they are not to blame can greatly help families and affected individuals. Specific treatments provide clarity and address maintaining factors (e.g., speech therapy). The Stuttgart Framework Recommendations for Mutism Therapy (SRMT) offer parents, affected individuals, and their families an overview of therapeutic approaches.

Therapists specializing in mutism can often be found through networks like www.mutismus.de or www.selektiver-mutismus.de.

Selective Mutism and Multilingualism

In bilingual or multilingual children, efforts focus on ensuring the child feels comfortable in a given language (e.g., German). Therapy includes fostering interaction in the target language. If a child first encounters the German language and gradually learns it but remains non-interactive, further observation is necessary.

Closing Words

Raising awareness about selective mutism is close to my heart. Selective mutism can be overcome. It does not have to be a lifelong challenge.

Sources

Author:

Niloufar Jamali, 

Rehabilitationspädagogin (BA, Universität Dortmund)
Akademische Sprachtherapeutin
Mutismusdozentin
wingwave®-Coach 
Reflexintegrationstrainerin gem. RIT 
Fachberaterin für Hochsensibilität
Website und Kontakt: https://www.winmut.de/