DescriptionSelective mutism is a disorder that is usually identified when children begin attending school. Children’s symptoms may go unrecognized or untreated for several years, increasing the degree of symptomatology and negative effects on academic and social functioning. Delay in receiving intervention also contributes to the decreased effectiveness of treatment. Therefore, teachers are key in the identification of selective mutism and referral of these children for assessment and intervention. To date, no research has been found relating to teachers’ knowledge and needs in teaching students with selective mutism. The purpose of this study is to gain an understanding of teachers’ knowledge of and awareness about selective mutism and garner information about their experiences in teaching these children. Participants included six teachers from Kindergarten to 8th grade at New York City public schools in the borough of Manhattan. A semi-structured phone interview was conducted to determine teacher knowledge of selective mutism in order to gauge the following: gain an understanding of how selective mutism manifests in the classroom, the referral process, utilization of outside consultation, classroom interventions/strategies used by teachers and teacher needs. Responses were analyzed quantitatively and qualitatively looking for patterns in the above domains. Findings indicate that although teachers were generally supportive and innovative in helping and teaching children with selective mutism, professional development on selective mutism, as well as the documentation of the referral, assessment, and intervention processes were areas that warrant attention. To address these needs, guidelines for school psychologists were developed to aid teachers in the identification of selective mutism and documentation and data management of applied interventions and relevant progress. The guidelines also include informational and supportive resources for school staff, parents, and students.