Tracking Progress at School: How to Monitor Symptoms of Selective Mutism

For children with Selective Mutism (SM), school is often the setting where anxiety around speaking is most visible—and where progress can feel hardest to measure. Because SM can look different across classrooms, teachers, and activities, it is easy to rely on general impressions like “She’s still not talking” or “He seems more comfortable.” While these observations are valuable, meaningful progress monitoring requires more specific and consistent tracking. Clear data helps teams celebrate growth, adjust supports, and ensure that treatment gains are carried over into the school environment.

Progress in SM rarely happens all at once. Instead, children typically move through small, gradual steps—sometimes so small they are easy to miss. A child who whispers to a teacher for the first time, answers a peer in a small group, or speaks during a familiar routine is making important progress, even if they are not yet talking during whole-class discussions. Monitoring these smaller “brave behaviors” helps adults recognize improvement that might otherwise go unnoticed.

One helpful approach is to track communication along a hierarchy of speaking behaviors. This might include starting with nonverbal communication (nodding, pointing, showing work), moving to making sounds or whispering, speaking in short words or phrases, and eventually speaking in full sentences. Teachers can note not only what the child says, but also where, with whom, and under what conditions. For example, a child might speak comfortably to a paraprofessional in the hallway but remain silent with peers during lunch. These patterns give valuable information about where anxiety is decreasing and where additional support is needed.

Frequency is another important factor. Rather than asking, “Did the child talk today?” it is often more helpful to track how many times the child communicated verbally during a specific period or activity. A simple daily checklist or rating scale can make this manageable for teachers. Even brief notes, such as “answered morning check-in with one word” or “asked a peer for a marker during art,” provide concrete markers of change over time.

Collaboration between school staff and outside providers strengthens this process. Therapists can help define individualized “brave goals” that are appropriate for the child’s current stage, while teachers can share observations about when speech is most and least likely to occur. Together, the team can adjust expectations gradually, ensuring that goals remain challenging but achievable. Regular communication—whether through email, shared forms, or brief meetings—helps keep everyone aligned.

It is also important to monitor anxiety, not just speech. Some children may begin speaking more while still experiencing high levels of internal distress. Teachers can note signs such as freezing, avoiding eye contact, excessive reassurance seeking, or physical complaints before speaking tasks. Tracking both communication and anxiety provides a fuller picture of how the child is coping and whether supports need to be adjusted.

Progress monitoring is not about pressure or perfection—it is about noticing growth. When schools take the time to track small steps, they send a powerful message: every effort counts. With consistent observation, realistic goals, and strong collaboration, schools can help children with SM build confidence and communication one brave moment at a time.