Pedagogical strategies in the management of selective mutism in early childhood Education: results from a study with Municipal teachers

Abstract

Selective mutism is a childhood anxiety disorder characterized by a persistent inability to speak in specific social situations, despite adequate verbal communication in other contexts. In Early Childhood Education, this condition can create significant barriers to participation, social interaction, and children’s overall development, particularly when it is not properly recognized by school staff. This article aims to analyze the main results of a study that investigated pedagogical strategies used by Early Childhood Education teachers to manage selective mutism in the municipality of Araquari, Santa Catarina, Brazil, focusing on the promotion of inclusive practices. This is a non-experimental, descriptive-exploratory study with a qualitative approach supported by simple quantitative indicators. Twenty-five teachers from the municipal school network participated by answering an online questionnaire containing open- and closed-ended questions. The analysis revealed, as central findings, the identification of recurring signs of selective mutism in the school context and the use of pedagogical strategies aligned with recommendations from the literature, such as reducing pressure to speak, organizing activities in small groups, using alternative communication, and emotional validation. Despite the presence of promising pedagogical practices, the results also highlight gaps in teacher education, indicating the need for systematic institutional actions to support teachers in managing selective mutism in Early Childhood Education.