Situational Mutism

Both selective mutism and situational mutism are commonly used terms. Many families and advocates prefer situational mutism as it better reflects lived experience. This hub acknowledges both terms and leads with respectful, anxiety-informed practice.

Situational mutism is an anxiety-based communication difference where a person is unable to speak in certain settings, despite being able to speak comfortably in others. It is not a choice, refusal, or behavioural issue.

Situational mutism frequently co-occurs with autism, anxiety, sensory processing differences, and VAST, but it can also exist independently. In dance settings, this means a dancer may fully understand instructions, be highly engaged, and learn effectively, while being unable to respond verbally in class.

Silence in these contexts is not a lack of confidence or ability, but a nervous system response to pressure, perception, and anxiety.

On This Page...

Key Traits Through a Dance Lens
How anxiety-based speech inhibition, sensory and social pressure, transitions, and strengths in non-verbal communication may shape participation in dance.

What Dancers Need Most From Teachers
Practical approaches that remove pressure to speak, support alternative communication, and create emotionally safe, predictable learning environments.

Key Traits Through a Dance Lens

1. Anxiety-Based Speech Inhibition

Situational mutism occurs when anxiety prevents access to speech in specific environments.

In the studio this may look like:

Not answering questions aloud
Freezing when spoken to directly
Avoiding eye contact during verbal interaction
Speaking freely before or after class, but not during
Communicating through movement, gesture, or expression instead

What helps:

Removing any expectation to speak
Accepting silence as communication
Avoiding direct verbal questioning
Allowing dancers to engage without explanation

2. Speech is not Understanding

Dancers with situational mutism often understand far more than they can express verbally.

In the studio this may look like:

Following instructions accurately without responding
Copying movement confidently
Responding through physical action rather than words
Becoming anxious when asked “Do you understand?”

What helps:

Assuming understanding unless shown otherwise
Checking comprehension through demonstration, not speech
Asking dancers to “show” rather than “tell”
Trusting movement as evidence of learning

3. Sensory & Social Pressure

Dance studios are highly stimulating environments. Mirrors, sound, observation, and correction can intensify anxiety.

In the studio this may look like:

Increased mutism in large groups
Difficulty responding when being watched
Shutting down when singled out
Heightened anxiety during performances or assessments

What helps:

Predictable routines and cues
Reducing public attention
Teaching in small groups or pairs where possible
Keeping tone calm and neutral

4. Transitions & Unpredictability

Unexpected changes increase anxiety and can reinforce mutism.

In the studio this may look like:

Difficulty responding during quick transitions between exercises or classes
Increased silence when routines change
Anxiety when asked to speak unexpectedly

What helps:

Consistent class structure
Advance warning before changes
Predictable language and signals
Visual schedules or cues

5. Strengths in Non-Verbal Communication

Many dancers with situational mutism communicate powerfully through the body.

This can include:

Strong physical awareness
Expressive movement quality
Careful observation
Deep listening through rhythm and timing
Thoughtful, precise execution

Dance can be a place where communication feels highly accessible when speech is not required.

What Dancers Need Most From Teachers

Freedom from pressure to speak
Speech should never be required for participation, understanding, or progress.

Alternative ways to communicate
Gesture, movement, nodding, pointing, or demonstration should always be accepted.

Have a notebook for questions or contributions to group work.

Predictable, low-pressure interaction
Consistent routines, familiar cues, and calm delivery reduce anxiety and support engagement.

Privacy and discretion
Avoid drawing attention to silence or speaking publicly about a dancer’s communication.

Assumption of competence
Lack of speech does not indicate lack of understanding, motivation, or ability.

Emotional safety over verbal participation
Progress should be measured through movement, regulation, and engagement, not spoken response.

When teachers reduce pressure and prioritise safety, dancers with situational mutism can participate fully and confidently in dance, using the language they have most access to: movement.