Coaching neurodivergent players

In every coaching session, there’s a space that often slips through our attention: the “in-betweens.”

Those moments between games, drills, or team talks might seem like downtime, but for many players, especially those who are neurodivergent, they can be the most stressful parts of training.

Neurodivergent players experience, process, and respond to information differently. That’s not a weakness. As Dr Julie White of Millfield School reminds us, “It’s different, not less.” For soccer coaches, that difference presents both a challenge and an opportunity: how do we make our environments work for every player, not just the ones who find noise, change, and uncertainty easy to handle?

When coaches get this right, the benefits ripple across the team. Inclusion is not just about fairness; it’s about engagement. Sessions run smoother. Players understand more. Coaches talk less but communicate better. It’s not about turning soccer into therapy; it’s about coaching with clarity, purpose, and empathy.

The in-between problem

“In-between times” are the transitions: walking to the next practice, gathering cones, moving into a game. For neurodivergent players, this lack of clear structure can cause confusion or anxiety. Others might fill the silence with chatter or mischief.

These are coaching blind spots, because the in-betweens are where concentration slips and stress rises. “If we plan them as deliberately as we plan our drills,” I often say, “we improve focus and reduce frustration for everyone.”

The good news is that small changes work fast. When coaches give clear signals, assign small roles, and keep routines consistent, those difficult moments become calmer and more productive.

Three ways to change your in-betweens

1. Plan transitions deliberately: Treat movement between activities as part of your plan, not wasted time. Use short, clear cues: “When I blow twice, come in to reset.”

2. Give players jobs: Assign simple helper roles such as ball collector, cone carrier, or whistle watcher to keep focus and reduce drift.

3. Model calm and purpose: If you act as though transitions matter, players will too. Rushing or shouting only adds chaos.

Shifting your language

How we speak shapes how players understand. Phrases like “look for space” or “pull your socks up” might sound harmless, but they are vague and full of assumptions. A neurodivergent player might take them literally or not know where to start.

Instead, make language concrete and visual. Replace “look for space” with “find a gap between two defenders.” Swap “listen up” for “watch me, then copy.” It helps every player, because clarity is inclusive and effective coaching.

Why words matter

There’s a small but important distinction between neurodivergent and neurodiverse. Neurodiverse describes a group that contains different kinds of minds.

Neurodivergent describes an individual whose brain processes the world differently from what’s considered typical.

When coaches say a player is neurodivergent, it recognises difference without suggesting deficiency. It’s respectful, accurate language that sets the tone for how we treat players. Soccer prides itself on respect, and this is that value in action.

Better coaching for everyone

Inclusive coaching is not about lowering the bar or overcomplicating your planning. It is about noticing the moments where players might lose connection and designing them back in.

Visual aids, clear routines, predictable structures, and calm communication all build trust. Players who once struggled to focus start thriving because they know what’s happening next.

And here’s the real win: when you plan for neurodivergent players, your whole squad benefits. Everyone learns faster. Sessions feel more organised. The team grows tighter.

When we coach inclusively, we do not water soccer down; we make it better for every player.

That’s the kind of clarity all of us could use, in soccer and beyond.