Your club will have children, staff and volunteers who are neurodivergent. Creating neuroinclusive spaces isn't just good practice, it's the way we help people feel safe and part of our community.
In this blog we talk about why neuroinclusive sport matters, using people's strengths, why safeguarding leads need to be aware of this and practical tips.
Why neuroinclusive sport matters
Neuroinclusion refers to designing environments, policies, and practices to welcome, support, and value people whose brain works differently to the neurotypical, such as people who have autism, ADHD, and dyslexia.
It is still common for people to hold narrow views around neurodivergence. Terms like ADHD, autism, dyslexia, dyspraxia and tourette syndrome can conjure up stereotyped images and assumptions. In reality, neurodivergent people bring:
- the ability to think creatively, offering a different perspective to problem solving
- a strong sense of fairness and empathy
- a drive to keep learning and to get better at the things they're most passionate about
- a can-do attitude and willingness to help others
- an ability to multi-task and juggle lots of activities
- strong pattern recognition
In sport and physical activity these strengths can shine.
Unfortunately, many sport spaces are still built around neurotypical norms, such as fluorescent lights, changing routines or the same routines repeated, complex social expectations, loud venues or metaphorical instructions.
Not all sports face the same barriers, but these barriers can make sport or physical activity hard. If a child has a worry or is unsure about what is acceptable behaviour, it can then be even harder for them to get the support and help they need to keep them safe.
To create genuine neuroinclusive sport spaces, we need to flip the narrative from 'fixing the challenges' to 'removing the barriers and celebrating strengths'.
Focusing on strengths
Humans have a tendency to focus on the negative, rather than the positive. This bias helps us stay alert to potential threats, but this negative bias can shape how we set rules, expectations, coaching styles and even safeguarding practices. Focusing on a child's strengths can help us shift our perspective from 'how do we manage this child's challenges' to 'how do we create conditions where this child can succeed'.
When all children under your duty of care feel safe to be themselves, they are more likely to communicate with you when it matters the most.
Practical tips for creating neuroinclusive sport spaces
Before putting any changes in place, it would be useful to:
- Carry out a training needs assessment - what do your staff and volunteers know about neurodivergent and inclusive sport.
- Talk to your families - find out what they need to help them thrive.
- Carry out a gap analysis - what do you need and what do you have? This could include physical spaces as well as skills, knowledge, equipment and rules.
After you have put all of these things in place, it will help you understand what practical things you can do.
The aim is to support a child’s abilities and develop a love for movement at its most fundamental level. By enabling them to take part in physical activity in a way that works for them, we can encourage a life-long love of sport.
Common approaches you might take
1. Reducing sensory overload
- Low stimulus warm-up or changing areas
- Using warm lighting
- Allow the use of noise-reducing headphones, sunglasses or fidget toys
2. Providing clear structure
- Show a well as tell by using visual or auditory cues as well as written instructions
- Give notice or count-down to when you need to move between one activity and another
- Break down instructions into simple steps
3. Normalising different approaches to communication
- Allow communication through signing and gestures
- Allow fidgeting, standing or moving when listening
- Use clear signage with symbols or images
- Use direct language instead of metaphors
4. Celebrating strengths
- Praise effort, progress and teamwork, not just winning or performance
- Allow children to choose roles within teams or sports that play to their strengths
Why do safeguarding leads need to know this?
Creating neuroinclusive sport spaces is safeguarding.
When people feel empowered and have autonomy, they can take a role in their own wellbeing and safety. When a space is inclusive:
- children are more likely to speak up when something isn't right
- adults are more alert to individual needs and risk factors
- there is less pressure on children to mask and 'fit in' which can hide concerns
- trust in the club is stronger
Safeguarding is more than just preventing abuse. It’s about creating a sense of belonging where all children are really seen and heard. Where their safety and wellbeing are the most important thing.
Creating neuroinclusive sport spaces is part of this.