Working with neurodivergent participants

Including everyone to bring sport and physical activity to a wider audience.

Research shows that neurodivergent people participate in sport at about half the rate of neurotypical people. Despite the proven benefits of physical activity for neurodivergent people the barriers faced can prevent participation.

What can you do as a group leader to widen access to sport and activity?

Autism, ADHD and other types of neurodivergence are lifelong neurological conditions, which affect how the person perceives and interacts with the world. It affects how environmental, social and sensory information is processed. Neurodivergence umbrella term for a number of conditions such as autism, ADHD and can also include schizophrenia, Tourette’s amongst others.

What does neurodivergent mean?

Neuro = brain, divergent = different, using that term we also have neuro typical, the ‘normal’ brain. Neurodiversity refers to the spectrum of brain functioning. Don’t get too hung up on terminology, what matters is how you interact with your participants.

The social model

The social model of disability says it’s not a person’s condition that disables them, but the environment around them. Neurodivergent people are often disabled by a world designed for neurotypical needs.

Under this model, impairment refers to a functional difficulty (e.g. hearing loss), while disability arises when society doesn’t accommodate that impairment—like videos without subtitles or buildings without ramps.

We’re looking at how we can build those ramps and remove barriers to participation and encourage neurodivergent young people to access sport and physical activities.

The spectrum of neurodivergent functioning

All of these skills develop over time, so differences in younger children may be less noticeable. As neurodivergent youth grow, they may fall behind peers socially, leading to isolation and issues like anxiety, depression, or obsessive behaviours.

Sport and physical activity offer major benefits for neurodivergent people. Exercise boosts mood with natural dopamine, improves focus, lowers stress, and aids emotional regulation. Regular training builds routine and supports sensory processing. Team sports foster social skills, self-esteem, and resilience, while regular activity can also help improve sleep.

Practical tips to help your participants

Communication

When communicating with neurodivergent people, it’s important to give clear instructions and break tasks down into manageable steps. Support understanding by using visual cues to scaffold information. Keep your communication consistent and easy to follow, using a calm and gentle tone. Use a person’s name at the start of an instruction, not at the end to help them tune into your voice.

Plan your directions and instructions before you start to speak – getting half way through and then trying to add caveats and extra bits can lead to confusion and difficulty processing information. This could lead to feelings of overwhelm and anxiety in neurodivergent people.

These tips will help to keep all your participants engaged and understanding the instructions helping everyone to participate fully.

Sensory

To support neurodivergent people, it’s important to be mindful of sensory sensitivities. Wherever practical, reduce sensory input—this might include lowering background noise, dimming harsh lighting, or avoiding overwhelming environments. Normalising the use of ear defenders can be a simple yet powerful way to help individuals manage auditory overload, allowing them to participate more comfortably without drawing attention.

Flexibility with kit or uniform can also make a significant difference. For some young people, certain fabrics, seams, or tight clothing can be distracting or distressing. Allowing them to wear alternatives that are more comfortable can help them stay focused and feel at ease.

Additionally, having access to a quiet breakout space gives individuals the option to step away when things become too much. This can prevent escalation of distress and support emotional regulation, helping them return to the activity when they’re ready.

Physical

Supporting the physical needs of neurodivergent people involves creating a flexible and accommodating environment. It’s important to provide adequate time and space for them to process, transition, or complete tasks at their own pace, rather than rushing or placing rigid expectations on performance.

Be prepared to modify physical expectations based on individual needs—this might mean adapting activities or offering rest when needed. Ensure that access to basic needs like drinks and toilets is always available without restriction, as managing comfort and hydration plays a key role in focus and wellbeing.

Additionally, allowing or providing fiddle toys and other sensory supports such as weighted blankets or screen time can help with regulation and concentration. These tools can be especially helpful in reducing anxiety and maintaining engagement during less active moments or in group settings.

Social interactions

Social interactions can be a minefield for neurodivergent people. Younger participants may struggle to form friendships and play successfully with their peers, as a leader you can support this with structured interventions and encourage kindness and acceptance in your group.

For older participants the big challenge is getting them through the door in the first place. Reach out to local networks and other groups already working with neurodivergent participants and ensure a good first experience to encourage people to come to your group regularly.

Structure and time

Creating a structured environment is key to supporting neurodivergent people. Always allow time for processing after giving instructions or introducing new activities—some individuals may need a few extra moments to absorb information and respond.

Using visual cues alongside verbal explanations can enhance understanding and reduce anxiety, especially for those who benefit from seeing what’s coming next. Clearly outlining the structure of each session helps set expectations and creates a sense of security.

Having a visible timetable and a clock available allows people to orient themselves in time, anticipate transitions, and feel more in control of their experience. This predictability can greatly reduce stress and support smoother participation. Depending on your participants you may use written or visual cues, or a combination of both.

Where to find out more

The National Autistic Society have this guide for sports coaches as well as a wealth of other resources on their website.

Young Minds have this resource about creating a sensory diet to help reduce overloads during sports sessions.

The ADHD Foundation have produced a guide for sports coaches on working with young people with ADHD.

Neurodiverse Sport is an organisation working to improve access and engagement for people in the UK who are neurodivergent. With lots of resources, stories and research and workshops designed for community sports groups.