LS030: Selective mutism - response hierarchy for demonstrating learning

Implementation steps

1. Agree a staged response ladder with the student and key adults with no forced speaking.
2. Define acceptable demonstration routes: pointing, cards, written response, whisper to trusted adult, or recorded audio.
3. Train staff to use the same ladder consistently across lessons and settings.
4. Build predictable participation routines with stable question and response formats.
5. Only widen participation when readiness is secure and specialist guidance supports it.
6. Frame selective mutism support as anxiety-led communication support and align classroom practice with the agreed plan.
7. Define wait-time expectations (including extended pause) and no-pressure prompting for response moments.

Classroom routines

• Start with non-verbal checks such as whiteboards, matching, highlighting, or pointing.
• Use partner relay where agreed: student writes or points and partner voices response.
• Provide a trusted-adult check-in route for key assessment moments.
• Avoid public pressure and allow pass without consequence.
• Reinforce outcomes: you have shown understanding.
• Use the agreed response hierarchy consistently across adults and lesson types.
• Use low-arousal prompts and avoid repeated verbal pressure when no response appears.
• Protect non-verbal and low-verbal success routes in assessment moments.

Adaptation guidance

• Keep response options visible and predictable.
• Reduce novelty in assessment formats.
• Coordinate with anxiety participation ladders where appropriate.
• Use low-arousal transitions into response moments.
• Align classroom routine with wider pastoral and specialist plans.
• Treat changes in staff, room, or routine as transition points that may require resetting the response plan.
• Coordinate with graded participation pathways so speaking is never the only route to demonstrate learning.
• Keep peer attention low and avoid public targets related to speaking.

Staff language prompts

• Show me your answer using your chosen method.
• You can point, write, or use the card with the same success criteria.
• I will give you time. You do not have to speak.
• Your understanding matters more than speaking out loud.
• You can use your agreed method; speaking is not required to show understanding.
• I will give you time and keep the same success criteria.

Impact checks

• Increased frequency of demonstrated understanding.
• Reduced avoidance in participation moments.
• Gradual widening of safe response options over time.
• Improved continuity of learning in talk-heavy lessons.
• Track frequency of successful non-verbal/low-verbal demonstrations before pushing to wider response options.
• Monitor whether changes in staff or room predict participation drop-off so transition support can be added.