Aquatics’ secret superpower

NEURODIVERSITY

People

Neurodivergent traits and aquatics environment can work remarkably well together

Conversations about neurodiversity in swimming often understandably focus on supporting children to learn how to swim However, there is a parallel story that requires attention too, as it’s widely reported that neurodivergent traits align remarkably well with what makes an outstanding swimming teacher Rebecca Cox, Managing Director, Institute of Swimming (IOS) says “The swimming pool is full of sensory information light reflecting off the pool, echoes bouncing off tiles, bodies splashing through water For many, it’s just background noise But neurodivergent swimming teachers process this environment differently

“Some neurodivergent teachers have heightened sensory awareness, allowing them to notice subtle changes, for example in a learner’s breathing pattern or tension in their body, that others might miss Others excel at pattern recognition, spotting recurring mistakes in a swimmer’s stroke Whilst different communication processing means some neurodiverse teachers naturally use more visual demonstrations and physical guidance rather than lengthy verbal instructions These differences are a huge strength, something to actively celebrate”

TEACHERS WITH SUPERPOWERS

Simon is a 47-year-old swimming teacher who has ADHD and dyslexia He says “At school I existed in a constant state of hyper-alertness because I felt so overwhelmed This wasn’t just about exams Normal lessons left me feeling lost and anxious

“Swimming was my safe space a place I could find sanctuary Being in the water shuts out those noises and distractions, and the water always calms me I wanted to share this love of water with others and retrained with the Institute of Swimming to become a swimming teacher 10 years ago “The written components were extremely difficult for me, but the course tutor checked if I had any additional learning needs beforehand and would translate the questions in a way I could understand The use of technical language and very specific phrasing proved tricky too, but thanks to the tutor and the modifications they provided, I passed I loved all the practical stuff and flew through”

Since qualifying, Simon has developed insights into supporting children with a variety of SEN and neurodiversity He says “I can spot the SEN kids almostinstantly and for the lively ADHD kids who literally cannot sit still, I often give them more responsibility My lessons are intentionally quite fast paced, loud and really good fun I keep the pace fast to help with the children’s concentration, and vary my voice pitch, rhythm and volume to maintain attention These subtle changes keep them engaged”

His own ADHD and hyperalert state has given Simon what colleagues recognise as a superpower He says “I’m good at spotting technical problems in learners’ strokes because I can hear when a splash sounds slightly different, indicating that stroke corrections may be needed”

Tagan is a 30-year-old swimming teacher and lifeguard, who has just been diagnosed with autism, and is waiting for her ADHD diagnosis She has lived with anxiety for years Working at her local pool, Tagan has discovered that many of her students are neurodivergent too She explains “Swimming is particularly beneficial for neurodivergent children because many triggers and the need for self-regulation through stimming - repetitive actions or sounds used to self-soothe, cope with stress and manage sensory input - can be managed through water I recognise myself in them Stimming behaviours such as spinning and splashing are far less noticeable in a pool setting, allowing children to feel relaxed The muffled sounds underwater also create a different world that many neurodivergent people find comforting “What’s great for me is the kids don’t judge me, they accept me as who I am. I know my teaching style is energetic and somewhat chaotic, but my learners don’t mind. If I say something peculiar they just giggle, and when I stim, whether through hand flapping, wrapping elastic bands around my fingers or even vocal stimming, the children just accept me. In fact, sometimes when I make unusual sounds the kids join in with me.”

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As a lifeguard too, Tagan is often the first person to notice when someone is struggling. She explains: “I’m generally the first person to move or spot an issue, and I attribute this to being highly sensory aware of sounds and my surroundings. It’s a trait that comes with my neurodiversity and is a genuine strength in this role.”

FLEXIBLE TRAINING PATHWAYS FOR DIFFERENT MINDS

Swimming teachers responding to the Institute of Swimming’s 2025 survey reported having neurodivergent traits including ADHD, dyslexia and autism (both diagnosed and undiagnosed). Many had felt misunderstood or unsupported during their traditional academic education and had also struggled with more desk-bound jobs.

Recognising the one-size-fits-all approach to training doesn’t work for everyone, the IOS offers qualifications through multiple formats, including online, blended learning and in-person, allowing prospective teachers to choose the learning environment that suits them best.

The introduction of a new, streamlined Swim England qualification means learners can qualify as swimming teachers through a single comprehensive Level 2 qualification, making the journey more straightforward.

95% of our members surveyed found their IOS tutor helpful and encouraging

Rebecca Cox explains: “Our approach to training is helpful for all but may be particularly valuable for neurodivergent learners. The smaller class sizes, the more personalised approach, the modifications made to training, be that extra time, extra help, visual cues or readers and scribes, as well as the practical sessions in the pool, can really make a difference to someone that learns differently. It’s testament that 95% of our members surveyed found their IOS tutor helpful and encouraging, and 85% found the smaller class size of the IOS training, with a maximum capacity of 12 people, better for learning in comparison to their school education.

LEARNING DIFFERENTLY

Marie, a tutor delivering Swim England qualifications for the IOS, has developed innovative teaching methods to accommodate different learning styles, personalities, experiences and demographics She says “Traditional educational models don’t work for everyone I regularly meet trainee teachers who describe themselves as ‘not very bright’ because they didn’t succeed in a school setting Yet they often become some of my most successful teachers

“I proactively reach out to each learner before courses begin, gathering information about conditions or learning differences that might affect their experience This allows me to tailor my teaching methods – whether it’s creating waterproof prompt cards for students with short-term memory or providing additional one-to-one support for those who need extra guidance

“My experience as a tutor has reinforced my belief that swimming teaching can attract individuals who may not always thrive in more academic environments They excel in the hands-on, people-focused environment poolside My role becomes not just about imparting technical knowledge but about rebuilding confidence, demonstrating there are alternative pathways to success” The impact of this confidence-building approach extends beyond just Marie’s classroom Among IOS members surveyed, 81% reported that becoming a swimming teacher has improved their overall wellbeing and self-esteem, suggesting the IOS’s methodology resonates throughout the profession

A DIFFERENT STROKE

These stories represent a fraction of the neurodivergent talent already working in aquatics, and the potential talent still waiting to find their place in the industry

Rebecca Cox continues “The aquatics industry faces ongoing recruitment and retention challenges, and we need more professionals who can connect with the increasingly diverse communities wanting to learn to swim Neurodivergent teachers aren’t just a solution they tell us they’ve found somewhere they truly fit in, where they can excel at reaching learners others may find difficult, and can innovate the sector specifically because they think differently”