The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2022
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| _version_ | 1867181816507531264 |
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| author | White, Joe Bond, Caroline |
| author_facet | White, Joe Bond, Caroline White, Joe Bond, Caroline |
| collection | Education Resources Information Center |
| contents | The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review White, Joe Bond, Caroline School Role Children Anxiety Psychosomatic Disorders Communication Problems Social Support Groups Strategic Planning Intervention Individualized Programs Youth Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). |
| format | Recurso educativo Open Access |
| id | eric_EJ1342992 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2022 |
| record_format | eric |
| spellingShingle | The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review White, Joe Bond, Caroline School Role Children Anxiety Psychosomatic Disorders Communication Problems Social Support Groups Strategic Planning Intervention Individualized Programs Youth The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review White, Joe Bond, Caroline School Role Children Anxiety Psychosomatic Disorders Communication Problems Social Support Groups Strategic Planning Intervention Individualized Programs Youth Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). |
| title | The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review |
| topic | School Role Children Anxiety Psychosomatic Disorders Communication Problems Social Support Groups Strategic Planning Intervention Individualized Programs Youth |
| url | https://eric.ed.gov/?id=EJ1342992 |