Children with selective mutism generally develop academically at the same rate as their peers. They respond to, and develop friendships with, their classmates and are not necessarily subjected to bullying. Other children seem to be quite happy with nonverbal interaction and may even take on the responsibility of speaking for the selectively silent child. They may, indeed, achieve a high level of popularity, among their classmates, due to their often quite extensively developed talent for creative arts such as painting, writing, poetry and dancing - developed, perhaps, because they are activities which do not require interaction with others.

Once a teacher determines that a child is not speaking at school (and he/she is often the first person to do so, the parents not being in a position to know that the child is not behaving as he/she normally does at home), professional help should be sought out. Early intervention and treatment is important because the more deeply embedded the non-verbal behaviours become, the longer successful treatment will take to complete. Punishment, bribes and attempts to catch the child off-guard are not options since they are anxiety-provoking situations and will make the child even more vigilant in his/her determination to be silent.

A therapist experienced in treating selective mutism will, of necessity, need help from the child's teacher in the behavioural therapy program undertaken and will need use of the school and classroom in exposing the child to the situations requiring eventual verbal interaction. He/she may suggest that selective mutism is explained to the class, that one of the child's parents come to class for certain projects and that the parents and teacher spend time with the child after school. One effective method used in behavioural therapy is for the teacher to work alone with the child, in order to establish rapport, at a non-verbal activity such as writing stories, drawing or using a computer, then bringing in another child once the selectively mute child is comfortable with the teacher. Gradually more children can be added to the group. Another involves setting goals, in co-operation with the child, beginning with activities requiring a yes or no answer, then games needing one word answers and so forth. A homemade video or audio tape, on which the child talks, played in the classroom can help desensitize the selectively silent reaction of the child to the classroom environment. First moves should be communicating empathy for the anxiety the child feels and ensuring that he/she knows that both difficulties and goals are understood. From there, any hierarchal approach to overcoming the anxiety can be more easily taken.

A great deal of time and patience is needed both in finding what best works for the child and then in putting it into practise simply because, like any group of children, these are not homogenous. They have different personalities, temperaments, capabilities and interests.