Previous studies have not fully identi ed the areas in which children with selective mutism face di culties in school and the support they are given. A survey was conducted in this study among teachers serving at di erent tiers of education (kindergarten, elementary, and lower secondary school) to ascertain the teachers' views on the extent of the di culties children with selective mutism face in-school activities, and their views on the in-school support the children require. What the di

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... s faced by children with selective mutism generally have in common is that they occur during activities and in settings requiring speech based on the results of this study. However, individual di erences are also shown, particularly in elementary and lower secondary schools. Indications are that support systems involving coordination inside and outside of schools are required and are presently inadequate. Better systems will be required in the future, including the use of special needs education coordinators and the assignment of experts with high levels of expertise. In addition, encouraging understanding among classmates is an e ective step despite the di culties involved, and the development of such programs should be sought. ese show that support is required to provide places where children with selective mutism can feel comfortable.