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- May appear withdrawn or prefer to be on the edges of the group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
You don’t need specialist training to support a neurodivergent child in your group. These practical strategies will help most children — neurodivergent or not.
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.
Quick reference: common adaptations
These adjustments work for many neurodivergent children and can be applied to any Nippers session. Many of them are simply good practice for all children.
| Area | What you can do |
|---|---|
| Routine | Run sessions in a consistent order each week. Start and finish at the same time and place. Let the group know the plan at the start of every session. |
| Transitions | Give 5-minute and 2-minute warnings before changing activities. Use a countdown or a visual signal (raising your hand, blowing the whistle) so the switch isn't sudden. |
| Instructions | One instruction at a time. Keep language simple and concrete. Demonstrate the activity rather than just describing it. Check understanding before starting. |
| Sensory needs | Identify a quiet spot near the tent for breaks. Be aware that whistles, group shouting, bright sun, and sand texture can be overwhelming. Allow children to wear noise-reducing headphones or sunglasses if needed. |
| Participation | Offer choices ("water or sand?"). Allow children to observe before joining in. Never force participation — let them engage at their own pace. |
| Communication | Use visual cues alongside verbal instructions where possible. Point, gesture, and demonstrate. Avoid idioms and sarcasm. Speak at a steady pace. |
| Behaviour | Focus on what the child is doing right rather than what they're doing wrong. If a child is stimming (hand-flapping, rocking), this is a self-regulation strategy — don't ask them to stop unless there's a safety concern. |
| Social support | Pair the child with a patient, friendly buddy from the group if they're comfortable with it. Keep group sizes manageable during activities. |
| Visual schedule | Create a simple visual board showing the order of activities for the session (warm-up → skill → game → wrap-up). Display it where the group gathers. This benefits all children, not just neurodivergent ones. |
On-beach scenarios
These are real situations Age Managers encounter. Each one has a practical response grounded in SLSQ’s inclusion guidelines.
Communicating with parents and carers
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.
Inclusive Nippers programs
A number of clubs across Queensland deliver dedicated inclusive Nippers programs — commonly known as Albatross or Seahorse Nippers. These programs are specifically designed for children with disability, including neurodivergent children, and are delivered in ways that are adapted to their needs.
No two clubs run their inclusive program in exactly the same way, but the principles are consistent: participation at the child’s pace, adapted activities, additional support, and a welcoming environment.
An annual grant from SLSA is available to help clubs purchase equipment for inclusive programs. Details can be found in the Members Portal document library.
If your club is interested in starting an inclusive program, or if you’d like to connect with a club that already runs one, contact [email protected].
Resources and further support
External Resources
Need help?
If you’re an Age Manager and you’d like advice on supporting a neurodivergent child in your group, talk to your club’s Junior Activities Chairperson or contact SLSQ at [email protected]. You don’t need to have all the answers — asking for help is exactly the right thing to do.