Building a Team Where Every Brain Belongs: My Journey to Coaching a Neurodivergent-Inclusive Squad


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When I first started coaching rugby, I thought my main job was to teach skills, plan training sessions, and get players match-ready. And sure, that’s part of it – but I quickly realised the heart of coaching isn’t just about drills and game plans. It’s about people. It’s about building a team where every player feels safe to be themselves, including those of us who don’t quite fit the “neurotypical” mould.


I say “us” because I’m neurodivergent too. I live with ADHD, which means my brain is constantly buzzing with ideas, distractions, and hyperfocus in equal measure. It also means I’ve felt out of place in a lot of traditional environments. But rugby has always been different for me – it’s a space where I can channel that energy and be unapologetically myself. As a coach, I want to create that same space for every player who walks onto our pitch.



What Inclusion Really Means to Me

For me, inclusion isn’t a tick-box exercise or a trendy buzzword. It’s making sure that a kid who struggles with social cues doesn’t feel left out of team banter. It’s ensuring the player who needs instructions repeated three times isn’t made to feel “difficult.” It’s about recognising that rugby has room for every kind of brain and that those differences actually make us stronger.


I’ve seen first-hand how a neurodivergent player’s creativity, hyperfocus, or strategic thinking can change a game. I’ve also seen players shy away from their full potential because they were made to feel “too much” or “not enough.” That’s why I care so deeply about building a team culture where everyone feels like they belong – because I know what it’s like not to.



How We Make Our Team Neurodivergent-Friendly

I’m not perfect, and I’m still learning, but here are a few things I try to do as a coach:

1. Keep It Simple, Keep It Visual

A good whiteboard sketch or demonstration works wonders because I know not everyone learns best through verbal instructions. Plus, breaking things down helps me stay organised too!

2. Make Space for Choice

Not everyone feels confident jumping into full-contact drills every session. Giving players the option to step out or try something different helps them feel safe – and safety breeds confidence.

3. Stick to a Structure

As much as my ADHD brain loves spontaneity, I’ve learned that consistency is key. Having a predictable session plan helps reduce anxiety and makes training more accessible.

4. Shout Out Strengths, Whisper Corrections

I’ve been on the receiving end of public “feedback” that left me feeling embarrassed. Now, I try to do the opposite: celebrate wins out loud, handle challenges one-on-one.

5. Let Players Be Themselves

Whether they disclose a diagnosis or not, every player deserves to feel supported. I try to coach in a way that doesn’t require players to explain themselves just to get their needs met.



Why This Matters

For me, coaching isn’t just about building a strong squad – it’s about building a community. Rugby is one of the few places where I’ve felt totally accepted for who I am, and I want every player to have that same experience.


Creating a neurodivergent-inclusive environment isn’t about making “special” accommodations; it’s about shaping a culture where every kind of mind is welcome. And honestly? That’s what makes rugby so special. We’re a sport that celebrates diversity of size, shape, and skill. Why not diversity of thought too?


When every player feels like they truly belong, the team becomes unstoppable – not just on the pitch, but in the confidence and resilience we build together.

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