Date of Conferral

10-9-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Grace Lappin

Abstract

The problem that was addressed through this study is that the experiences of early childhood professionals (ECPs) working with children with selective mutism are unknown. Grounded in Bronfenbrenner’s ecological theory of child development, the purpose of this basic qualitative study was to explore the experiences of ECPs working with children with selective mutism. Data were collected through semistructured interviews with 12 ECPs who support children with selective mutism in several districts in southern California. Through open coding, the following themes emerged: ECPs noted (a) limited knowledge about selective mutism; (b) supporting children who have selective mutism is both enjoyable and challenging; (c) the need for teaching resources specific to selective mutism; (d) a desire for collegiate instruction specific to selective mutism; (e) a need for employer provided professional development specific to selective mutism; and (f) that selective mutism is common. The implications for positive social change are that school district administrators may become more informed about selective mutism and the experiences of ECPs teaching children with this condition. This increased understanding may lead to more targeted interventions tailored to the specific needs of individuals with selective mutism, which may ultimately lead to improved early learning and developmental outcomes for children with selective mutism.

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