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Understanding Neurodiversity

Neurodivergence refers to the natural diversity in how people’s brains function. It encompasses a range of developmental differences including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), Dyslexia, Down Syndrome, and others. Neurodivergent children may experience the world differently — particularly in areas like communication, sensory processing, behaviour, and how they learn.

At Surf Life Saving Queensland, we believe that every child deserves the opportunity to enjoy the beach, learn lifesaving skills, and be part of a club community. Many neurodivergent children thrive in Nippers with the right support. That support doesn’t need to be complicated — it starts with understanding, patience, and a willingness to adapt.

This page is designed to give Age Managers, parents, and club volunteers practical guidance on how to create an inclusive, safe, and welcoming environment for neurodivergent children in Junior Activities.

It is informed by SLSQ’s Guidelines: Recognise and Support Neurodivergent People and aligns with our Diversity, Equity and Inclusion Strategy 2024–2027 and Disability Inclusion Action Plan 2024–2027.

A note on language

SLSQ uses person-first language (for example, “a child with autism” rather than “an autistic child”). However, we recognise that not everyone prefers this approach — some people use identity-first language and that is equally valid. Wherever possible, ask the person or their parent how they prefer to be described.

If you make a mistake, acknowledge it and move on. The important thing is that the conversation happens with respect.

What you might notice on the beach

Neurodivergent children may present differently in a beach environment. Here are some things you might observe — and what they could mean.

Social interaction and communication

  • May find it difficult to start or maintain conversations with other children
  • May not respond to their name being called, even though they can hear you
  • May use non-verbal communication such as gestures rather than words
  • May struggle to understand social cues like body language, tone of voice, or the unspoken rules of group play
  • May appear withdrawn or prefer to be on the edges of the group

Sensory processing

  • The beach is a highly sensory environment — bright sun, loud waves, sand texture, wind, salt water, crowds. Some children may be overwhelmed by this
  • May cover their ears during whistles, group calls, or when the surf is loud
  • May dislike the texture of sand, sunscreen, or wet clothing
  • May seek out sensory input through excessive running, spinning, jumping, or crashing into things
  • May become distressed during transitions between activities, especially if they’re unexpected

Behaviour and routines

  • May have a strong preference for routine and find sudden changes difficult
  • May exhibit repetitive movements such as hand-flapping, rocking, or repeating words and phrases
  • May find it challenging to wait, take turns, or follow multi-step instructions
  • May have difficulty with impulse control, especially in an exciting or stimulating environment

None of these behaviours are “bad” or deliberate. They are how the child is experiencing the environment. Your job is not to change the child — it’s to adjust the environment and your approach so they can participate safely and enjoyably.

 

Practical Tips for Age Managers

Before the season starts

  • Talk to the parent or carer. Ask them what works, what doesn’t, and what you should know. Parents of neurodivergent children are usually the best source of practical advice. Questions like “What’s the best way for me to support your child?” and “Is there anything specific that helps them feel comfortable?” go a long way.
  • Plan for consistency. Try to run your sessions at the same time, in the same area of the beach, with a predictable structure each week. Routine reduces anxiety.
  • Share the plan. If possible, let the parent know the session plan in advance so they can prepare their child for what’s coming.

During sessions

  • Use clear, simple language. Give one instruction at a time. Demonstrate rather than explain where possible. Avoid sarcasm, idioms, or abstract language that might be taken literally.
  • Give warnings before transitions. “In five minutes, we’re going to move to the water.” Use countdowns, visual cues, or a timer if it helps.
  • Offer choices. “Would you like to do the water activity or the sand activity?” This gives the child a sense of control and reduces resistance.
  • Provide a quiet space. Identify a spot near the tent or away from the main group where a child can take a break if things become overwhelming. Let the child know it’s there and that it’s okay to use it.
  • Use positive reinforcement. Notice and name what’s going well: “Great job staying with the group during that game.” Focus on effort and participation, not just outcomes.
  • Be flexible with participation. If a child doesn’t want to do a particular activity, that’s okay. Offer an alternative or let them observe. Forcing participation increases anxiety and reduces trust.
  • Keep an eye on sensory overload. If a child covers their ears, moves away from the group, becomes very still, or suddenly becomes distressed, they may be experiencing sensory overload. Gently guide them to a calmer space and give them time.

With the broader group

  • Foster empathy among peers. You don’t need to single anyone out, but simple messages help: “Sometimes we all need a bit of extra space or quiet time. Let’s be kind and help each other feel comfortable.”
  • Model inclusive behaviour. If you treat a neurodivergent child with patience and respect, the other children will follow your lead.

On Beach Scenarios

What’s happening: The beach environment is noisy — waves, wind, other groups, whistles. The child may be experiencing auditory sensory overload.

What to do: Don’t call them back into the group loudly. Walk over calmly and crouch to their level. Speak quietly: “Hey, it’s a bit loud today, isn’t it? Would you like to sit over here where it’s quieter while I finish talking to the group?” Let their parent know. After the briefing, go to the child individually and explain what’s happening next using simple language.

Remember: This child isn’t being difficult. They’re managing an overwhelming environment the best way they know how.

What’s happening: This might be excitement, sensory-seeking behaviour, anxiety, or difficulty understanding the group boundaries. On a beach, this is also a safety concern.

What to do: First, ensure the child is safe. Ask their parent to stay close and help. Speak to the parent privately: “I noticed [name] is moving away from the group quite a bit. Can you help me understand what might be going on so we can support them?” Work with the parent on a plan — perhaps a designated “running space,” a visual boundary marker, or a buddy system. If the behaviour continues and creates a genuine safety risk, talk to your JAC about additional support.

Remember: The goal is to find a way for the child to participate safely — not to exclude them.

What’s happening: Water can be unpredictable and overwhelming for sensory-sensitive children. The combination of cold, waves, salt, sand in clothing, and noise can trigger significant distress.

What to do: Remove the child from the water calmly and immediately. Don’t minimise their feelings (“you’re fine”). Instead: “I can see you’re upset. Let’s go somewhere calm.” Take them to a quiet area. Let their parent take over. Once they’ve settled, talk to the parent about whether a gradual approach might work next time — feet in the water first, then ankles, then knees — at the child’s pace over several weeks.

Remember: Forcing a distressed child back into the water will damage trust and make it harder next time, not easier.

What’s happening: Other parents may notice a neurodivergent child behaving differently and ask questions. This is a moment that matters.

What to do: Keep it simple and respectful. You do not need to share any details about the child’s diagnosis — that is confidential. A good response: “Every child in our group is different, and we adjust how we do things so everyone can participate safely and enjoy Nippers. That’s what being a club is about.” If the parent pushes further, you can add: “I’m not able to discuss individual children, but I appreciate you asking.”

Remember: How you respond in this moment sets the tone for inclusion across your whole group. The other children and parents are watching.

What’s happening: This child might be overwhelmed, anxious, or not yet feeling safe enough to join in. Some neurodivergent children need significantly more time to warm up to new environments and people.

What to do: Don’t pressure them. Check in gently each week: “Hi [name], good to see you. We’re going to play [game] today. You’re welcome to join us when you’re ready, or you can watch from here.” Talk to their parent about whether there are specific activities or conditions that might help. Consider offering a small, low-pressure role: holding the stopwatch, helping carry equipment, being the “umpire” of a game. Sometimes participation starts from the edges.

Remember: A child who comes back every week — even if they sit on the sidelines — is choosing to be there. That counts.

Communicating with Parents​

Parents of neurodivergent children often carry a lot — they may have had difficult experiences with other sporting programs, schools, or community activities. Your first conversation sets the tone for the whole season.

When a parent tells you their child is neurodivergent

Thank them for telling you. This takes courage, and many parents hesitate because they’re worried about judgement. Respond with warmth: “Thanks for sharing that with me. I want [name] to have a great time at Nippers, so the more I understand, the better I can support them.”

Then ask practical questions rather than clinical ones. You don’t need to know the child’s diagnosis in detail — you need to know what works.

  • “What does a good day look like for [name]?”
  • “Is there anything that tends to overwhelm or upset them?”
  • “Are there any strategies that work well at home or school that I could try here?”
  • “How would you like me to communicate with you during the season — is a quick chat each week okay, or would you prefer a message?”
  • “Is there anything you’d like me not to do?”

Ongoing communication

Check in with the parent regularly — not just when there’s a problem. Share positive moments: “[Name] had a great session today — they joined the relay for the first time.” This builds trust and shows the parent that their child is seen and valued, not just managed.

If challenges arise, frame them as collaborative problem-solving, not complaints: “I noticed [name] found the transition to the water activity difficult today. Have you seen that before? Is there anything we could try differently next week?”

Confidentiality

Any information a parent shares about their child’s neurodivergence is confidential. Only share it with people who are directly involved in supporting the child at the club — your JAC, your Water Safety Supervisor, or another Age Manager who works with the group. Always let the parent know who you’ve spoken to and why.