Primary teachers’ experiences of teaching pupils with selective mutism: a grounded theory study
Primary teachers’ experiences of teaching pupils with selective mutism: a grounded theory study
Selective mutism (SM) is typically identified in early childhood and is characterised by a lack of speech in specific social situations, usually at school. This study interviewed 11 teachers and used qualitative methods to develop an explanatory framework to represent the lived experience of teaching pupils with SM. Interviews were analysed using grounded theory methods. The final theoretical framework captured nine categories. This included five key processes: categorisation of teacher beliefs; the development and change in beliefs through a process of scientific enquiry; teacher efforts to support pupils; measuring and monitoring pupil progress; management of teacher emotional responses, and four contextual factors; pupil characteristics, peer relationships, teacher self- identity and staff relationships. The findings highlighted a link between teacher categorisation of SM and pupil support. Implications of the framework for guiding research and educator practice to support pupils with SM are discussed.
Selective mutism, grounded theory, pupil support, teacher perspective
267-283
Williams, Claire E.
7ea73d11-6057-4623-a001-864f114653b0
Hadwin, Julie A.
a364caf0-405a-42f3-a04c-4864817393ee
Bishop, Felicity L.
1f5429c5-325f-4ac4-aae3-6ba85d079928
4 May 2021
Williams, Claire E.
7ea73d11-6057-4623-a001-864f114653b0
Hadwin, Julie A.
a364caf0-405a-42f3-a04c-4864817393ee
Bishop, Felicity L.
1f5429c5-325f-4ac4-aae3-6ba85d079928
Williams, Claire E., Hadwin, Julie A. and Bishop, Felicity L.
(2021)
Primary teachers’ experiences of teaching pupils with selective mutism: a grounded theory study.
Educational Psychology in Practice, 37 (3), .
(doi:10.1080/02667363.2021.1920372).
Abstract
Selective mutism (SM) is typically identified in early childhood and is characterised by a lack of speech in specific social situations, usually at school. This study interviewed 11 teachers and used qualitative methods to develop an explanatory framework to represent the lived experience of teaching pupils with SM. Interviews were analysed using grounded theory methods. The final theoretical framework captured nine categories. This included five key processes: categorisation of teacher beliefs; the development and change in beliefs through a process of scientific enquiry; teacher efforts to support pupils; measuring and monitoring pupil progress; management of teacher emotional responses, and four contextual factors; pupil characteristics, peer relationships, teacher self- identity and staff relationships. The findings highlighted a link between teacher categorisation of SM and pupil support. Implications of the framework for guiding research and educator practice to support pupils with SM are discussed.
Text
Williams Hadwin Bishop author accepted manuscript
- Accepted Manuscript
Text
Williams2021 Primary teachers experiences of teaching pupils with selective mutism
- Version of Record
Restricted to Repository staff only
Request a copy
More information
e-pub ahead of print date: 4 May 2021
Published date: 4 May 2021
Keywords:
Selective mutism, grounded theory, pupil support, teacher perspective
Identifiers
Local EPrints ID: 449820
URI: http://eprints.soton.ac.uk/id/eprint/449820
ISSN: 0266-7363
PURE UUID: 70f9de2e-380f-468b-8242-06e4c2350828
Catalogue record
Date deposited: 18 Jun 2021 16:31
Last modified: 17 Mar 2024 06:37
Export record
Altmetrics
Contributors
Author:
Claire E. Williams
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
