Background and experience
Heidi Omdal is trained as a kindergarten teacher and special educator, with a specialization in interaction difficulties. Her doctoral thesis is about children who are silent in kindergarten and school, children with selective mutism. Since June 2021, she has worked as a professor of special education at the University of Agder.
Areas of responsibility
Research groups
Member of the following research groups at the University of Agder:
Special Education https://www.uia.no/english/research/research-groups/humanities-and-education/special-education.html and
Anthrozoology- interaction between animals and humans https://www.uia.no/english/research/research-groups/humanities-and-education/interaction-between-animals-and-humans-anthrozoology.html
Guest Editor in Behavioral Sciences for the Special Issues:
Approaches to Overcoming Selective Mutism in Children and Youths https://www.mdpi.com/journal/behavsci/special_issues/2T3T8FE66V
Anxiety Disorders in Children and Youths https://www.mdpi.com/journal/behavsci/special_issues/420893T252.
Reviewer and member of the Event Committee organizing The 1st. International Online Conference on Behavioral Sciences, 1.-3. April 2026 https://sciforum.net/event/IOCBS2026?section=#event_chair.
Teaching
Teaching responsibilities at UiA:
PED 163-1 Interprofessional Collaboration and Early Intervention in Special Education
PED 531-1 Innovation and Leadership in Special Education
Continuing education course on introduction to selective mutism starting autumn 2026:
https://www.uia.no/studier/program/evu-innf%C3%B8ring-i-selektiv-mutisme/
Research
Selective mutism
See researcher portrait: https://uia.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=e5d71c0f-fad1-45ae-af98-b40400a3cffb
Capacity building in Early Childhood Education and Care institutions
Academic interests
Children with selective mutism and innovation (planning change-processes to improve practice).
Selected publications
Bø, I, Thorsen, A. Arstad, Løge, I. K., & Omdal, H. (2004). Overgangen fra barnehage til skole. Bedre skole 4 (04), 80-87. (Transition from kindergarten to school).
Kovac, V. B., Tveit. A.-D., Omdal, H., & Lund, I. (2018). Directional motion: An empirically based model of development in educational institutions. Improving Schools, 21(2), 127-140. https://doi.org/10.1177/1365480218772637
Kovac, V. B., Lund, I., & Omdal, H. (2017). Learning environment in light of systemic, institutional and cultural interpretations: An empirically-based conceptual analysis. Educational Studies. 53(1), 78-94. DOI: 10.1080/00131946.2016.1264400
Omdal, H. (2026). Creating Parent Capacity in Cases of Selective Mutism. Behavioral Sciences, 16(1), 113. https://doi.org/10.3390/bs16010113
Omdal, H. & Thorød, A.-B.(eds.). (2021). Ulike profesjoner, felles mål. Barn og unge i risiko. Oslo: Universitetsforlaget. (Different professions, common goals: Children and youth at risk).
Omdal, H., & Lund, I. (2021). Ledelsens betydning for samarbeid i barnehagen. In H. Omdal & A.-B. Thorød (eds.), Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 51-66) Oslo: Universitetsforlaget. (The management's influence on the collaboration in kindergarten).
Omdal, H. & Barsøe, L. (2021). Samarbeid om barn med spesialle behov i barnehagen. In H. Omdal & A.-B. Thorød (eds.),Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 67-84). Oslo: Universitetsforlaget. (Cooperation when children have special needs in kindergarten).
Omdal, H. (2021). Foreldrenettverk for barn som unngår å snakke. In H. Omdal & A.-B Thorød (eds.), Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 35-50). Oslo: Universitetsforlaget. (Parent networks for children who avoid speech).
Omdal, H. & Thorød, A.-B. (eds.) (2021). Innledning. In H. Omdal & A.-B. Thorød (red.),Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 11-18). Oslo: Universitetsforlaget. (Introduction).
Omdal, H., & Roland, P. (2020). Possibilities and challenges in sustained capacity-building in Early Childhood Education and Care (ECEC) institutions. ECEC leaders’ perspectives, European Early Childhood Education Research Journal, 28(4), 568-581, DOI: 10.1080/1350293X.2020.1783929
Omdal, H. (2018). Kapasitetsbygging og samarbeid i barnehage og skole når barn er tause. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 25-48). Oslo: Universitetsforlaget. (Capacity-building and cooperation in kindergarten and school in cases of selective mutism).
Omdal, H. (2018). Være Sammen: Kapasitetsbygging i voksen-barn-relasjoner i barnehagen. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 88-102). Oslo: Universitetsforlaget. (Being Together: Capacity-building in adult-child-interactions in kindergarten).
Omdal, H. (2018). Referanser. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 212-242). Oslo: Universitetsforlaget.
Omdal, H. (2018). Stikkord. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 243-245). Oslo: Universitetsforlaget.
Omdal, H. (2018). Forfatteromtaler. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (p. 206). Oslo: Universitetsforlaget.
Omdal, H., & Thygesen, R. (2018). Forord. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (p. 13). Oslo: Universitetsforlaget.
Omdal, H. (2018). Innhold. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 5-11). Oslo: Universitetsforlaget.
Omdal, H., & Thygesen, R. (2018). Profesjonelt samarbeid rundt barn og unge med ekstra utfordringer i barnehage og skole. In H. Omdal, & R. Thygesen (eds.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (pp. 15-24). Oslo: Universitetsforlaget. (Professional cooperation when children and youths have special needs in kindergarten and school).
Omdal, H., & Thygesen, R. (eds.). (2018). Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. Oslo: Universitetsforlaget. (To fall in-between two chairs: Cooperation for the child's best interests in kindergarten and school).
Omdal, H. (2018). Creating teacher capacity in Early Childhood Education and Care Institutions implementing an authoritative adult style. Journal of Educational Change. 19(1), 103-129. https://doi.org/10.1007/s10833-017-9315-y
Omdal, H. (2016). Når barnet unngår å snakke. Selektiv mutisme i barnehage og skole. Oslo: Universitetsforlaget. (When the child does not speak. Selective mutism in kindergarten and school).
Omdal, H. (2015). From silence to speech: Understanding children who withdraw from social communication from a relational and contextual perspective. In D. Lansing Cameron, & R. Thygesen, (Eds.), Transitions in the field of special education. Theoretical perspectives and implications for practice. (pp. 171-187). New York: Waxmann.
Omdal, H. (2014). The child who doesn’t speak. Understanding and supporting children with selective mutism. Kristiansand: Portal Academic.
Omdal, H. (2009). The silent child in the kindergarten, school and home: A qualitative observation and interview study of children with selective mutism in their natural environments. Dissertation for the degree PhD. Oslo: Faculty of Education, University of Oslo, No.105.
Omdal, H. (2008). Including children with selective mutism in mainstream schools and kindergartens: Problems and possibilities. International Journal of Inclusive Education. 12(3), 301-315. https://doi.org/10.1080/13603110601103246
Omdal, H. & Galloway, D. (2008). Could selective mutism be re-conceptualised as a specific phobia of expressive speech? An exploratory post-hoc study. Child and Adolescent Mental Health. 13(2), 74-81. https://doi.org/10.1111/j.1475-3588.2007.00454.x
Omdal, H. (2007). Can adults who have recovered from selective mutism in childhood and adolescence tell us anything about the nature of the condition and/or recovery from it? European Journal of Special Needs Education. 22(3), 237-253. https://doi.org/10.1080/08856250701430323
Omdal, H. & Galloway, D. (2007). Interviews with selectively mute children. Emotional and Behavioural Difficulties. 12(3), 205-214. https://doi.org/10.1080/13632750701489956
Omdal, H. (2003). Det tause barnet. In S. Matre., & E. Maagerø. (eds.). Når barn erobrar språket. Ulike perspektiv på barns språkutvikling. (pp. 243-257). Kristiansand: Høyskoleforlaget. (The silent child).
Thorsen, A. Arstad, Bø, I, Løge, I. K., & Omdal, H. (2006). Transition from day-care centres to school. What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools? European Early Childhood Education Research Journal, 14(1), 77-90. https://doi.org/10.1080/13502930685209821