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How to create a neuroinclusive environment

What does neurodiversity mean? Here, we explore this term and provide tips to help you create an environment where everyone can thrive.

Disability football
Communications and relationships
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England Football Learning

3 mins - Oct 2, 2024

Everybody has their own way of thinking, learning, and interacting with others. We even process what we see, hear, feel, smell, and taste in our own way. The differences between humans in these areas are known as neurodiversity. But when someone does these things very differently from what we consider typical, we call it neurodivergence.

Neurodivergence is very common. Around one in five people is neurodivergent in some way. Their brains work differently than most people’s.

Here are a few ways someone can be neurodivergent:

  • Dyslexia. This affects how you read and write.
  • ADHD. This affects your activity levels and focus.
  • Autism. This affects the way you think and interact.
  • Dyscalculia. This affects the way you understand numbers.
  • Tourette’s syndrome. This makes you say things and move in ways outside your control.

People can have more than one diagnosis. And some haven’t been diagnosed at all. 


However, regardless of their traits, each neurodivergent person is unique. And this doesn’t define them. They each have their own skills, challenges, and needs.

Insight into creating inclusive environments

Play this video to discover how you can create an inclusive environment. You can also check out this playlist to delve deeper into what you can do to help neurodivergent players.

Neurodivergence is sometimes seen negatively, but that doesn’t tell the whole story.

Neurodivergent people can have strengths that others might not have:

  • Dyslexia often comes with outside-the-box thinking, creativity, spatial awareness and great people skills.
  • ADHD is linked with hyper-focus, resilience, creativity, courage, energy and warmth.
  • Autism can go hand in hand with attention to detail, unique ways of seeing things, special interests and expertise.

And these are just a few examples.


As a coach, you need to support and cater for your players. This approach benefits everyone. After all, every football team is neurodiverse. So, everyone wins if you create an environment that allows each player to shine.

Neuroinclusive coaching is about recognising neurodiversity and catering to different ways of thinking.

Playing football is great for physical and mental health. It builds people’s social skills, confidence, self-esteem, and emotional regulation. Over time, they’ll develop discipline, patience, resilience, and a sense of belonging.

But this can only happen in a neuroinclusive environment.

Without support from their coach and teammates, neurodivergent players might:

  • struggle with focus, coordination or understanding game strategies
  • suffer from mental health challenges like anxiety, depression and burnout
  • become isolated from their teammates
  • have more risk of injury because they handle pain differently
  • lose out on bringing their unique strengths to the team
  • hide their neurodivergence by ‘masking’, which can be exhausting
  • drop out of the sport altogether.

 

Get to know your players. Talk to each person, whether they’re neurodivergent or not. Speak to their parents or carers if you need to. Find out what works for them and what doesn’t.

Be flexible in your coaching to meet different ways of thinking. For instance, humour might work well with one player but not for another.

While coaching, stay patient, positive and encouraging. Always look for something good to praise.

No single technique will work for every player. But, the STEP framework (Youth Sports Trust, 2002) could help. Here are some ideas using the framework. Discuss them with your players before trying them out. That way, you can discover what’s beneficial for your team. And you can create a more neuroinclusive environment.

Space

  • Arrive early to set up so you’re ready to start on time.
  • Mark out your playing area and keep it clear of distractions.
  • Provide a quiet space for players to take a break.
  • Consider that some players might be sensitive to noise, temperature, smells, or light.

 

Task

  • Keep the session structure similar each week and have a matchday routine.
  • If the routine needs to change, give as much warning as possible.
  • Be clear about what you expect from each activity or game.
  • If you’re going to ask questions, send them to players ahead of the session.
  • Pause to let players process any information.
  • Break down information into smaller pieces. Use images and writing to help you explain.
  • Try to understand the reasons behind behaviour issues and be flexible in how you react.
  • Give players options for how they get feedback from you.

 

Equipment

  • Write the session structure on a whiteboard.
  • Give a player a job or position of responsibility to get them more involved.
  • Support players in using sensory aids like fidget toys when they’re not playing.
  • Allow players to use noise-cancelling headphones or earplugs, as long as it’s safe.

 

Players

  • Adapt the way you communicate to suit each player.
  • Use clear language and avoid phrases like ‘playing in the hole’ that don’t make sense literally.
  • Don’t force players into the middle if they prefer to be on the edge, but ask if they want any support.
  • Look out for behaviour changes that might signal something is going on.
  • Consider pairing a player up with a buddy, mentor, or advocate.
  • Focus on building a team that values inclusivity, respect, and acceptance of differences.

 

1. Take the time to get to know your players. 2. Be open to learning from your players and adapting your coaching style. 3. Apply simple changes to be more neuroinclusive. The STEP framework can help. 4. If things go wrong, see it as a chance to do better next time.

If you’re interested in this topic, check out these resources to learn more:

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