"It feels like it doesn’t belong anywhere in its own right”: The challenge of identifying and supporting Selective Mutism in early childhood

Hackett, Danielle 2025. "It feels like it doesn’t belong anywhere in its own right”: The challenge of identifying and supporting Selective Mutism in early childhood. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis, submitted as part of the Doctoral Training in Educational Psychology, focuses on Selective Mutism (SM), a topic of both personal and professional significance to the researcher. SM is a complex anxiety disorder that typically manifests in early childhood. Although it is rare, most educational institutions likely have at least one child with this condition enrolled, often without formal recognition (Manassis, 2009). SM is classified as an anxiety disorder in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V), as well as in the International Classification of Diseases, Eleventh Revision (ICD-11). Officially recognised by the American Psychiatric Association in 2013, SM presents persistent challenges in identification and intervention, which can lead to adverse impacts on a child's social, emotional, and academic development. An important context for this research is the increasing prevalence of speech, language, and communication needs (SLCN) within educational settings. According to Speech and Language UK (2023), an estimated 1.9 million school-aged children in the UK are currently affected by SLCN, an increase from 1.7 million the previous year. Since SM often results in communication difficulties, it can be considered part of a broader category of needs. This notable rise in prevalence has served as a professional motivator for the researcher, who, as a Trainee Educational Psychologist (TEP), has identified a pressing need to improve early understanding and identification of SM in early years contexts. It also underscores the necessity for professionals, particularly Educational Psychologists (EPs), to acquire the relevant skills and knowledge required to support this population effectively. Building on this context, existing literature highlights significant gaps in current practices regarding the identification and support of SM. Studies by White et al. (2022) and Edwards (2022) emphasise the importance of targeted training for teachers and EPs, particularly during the initial stages of identification. In addition to professional motivations, the researcher brings a deeply personal perspective to this topic as a parent of a child with SM. This dual lens allows for a nuanced and empathetic exploration of how families and professionals interact with identification and support systems. The personal dimension of this research will be further reflected upon and discussed in Part Three of this thesis.

Item Type:	Thesis (PhD)
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	27 August 2025
Last Modified:	27 Aug 2025 09:28
URI:	https://orca.cardiff.ac.uk/id/eprint/180600

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