What Aquatics Professionals Are Saying About Neurodiversity

Neurodiversity is not new to aquatics. What is becoming increasingly clear, however, is that while aquatics professionals are committed to inclusive practice, many feel underprepared to meet the wide range of needs they encounter on deck and in the water.

To better understand how aquatics leaders, instructors, and trainers are experiencing neurodiversity in their programs, AOAP collected survey responses from experienced professionals across the field. The results offer an honest, nuanced look at what is working, where challenges remain, and what support aquatics professionals are asking for next.

Key Findings of the Neurodiversity Survey

1. Training Gaps Are Common

Nearly one in four (23%) aquatic professionals report receiving no formal training related to neurodiversity. Notably, no respondents reported receiving training solely through their employer. When training does exist, it is most often self-directed or externally sourced.

Takeaway: Most aquatics staff are expected to figure this out on their own.

2. The Demand for Education Is Strong

Despite limited access to training, interest is high. Seventy-three percent (73%) of respondents say they would attend an education session focused on neurodiversity and inclusion in aquatics.

Takeaway: The field is ready and willing to learn.

3. Protocols Are Inconsistent

Only 36% of respondents report that their facility has clear protocols for working with neurodivergent participants. Nearly two-thirds either lack protocols or are unsure if any exist.

Takeaway: Many staff are making high-stakes safety and inclusion decisions without clear guidance.

4. Inclusion Remains Incomplete

Just 1% of respondents believe neurodivergent individuals are fully included in aquatic programs. Most describe partial inclusion, inconsistent access, or reliance on private lessons due to safety, staffing, or cost barriers.

Takeaway: Access alone does not equal inclusion.

What This Means for Aquatics

Survey responses make one thing clear: this is not a niche issue. Most respondents interact regularly with neurodivergent participants, often regardless of whether a diagnosis is formally disclosed. Staff repeatedly expressed the need for:

• Practical, scenario-based training

• De-escalation and safety strategies

• Communication tools that support regulation rather than discipline

• Guidance that balances participant dignity with staff safety

  
  

As one consistent theme emerged, it was this: aquatics professionals want tools they can use, not abstract concepts.

Looking Ahead

These findings highlight an opportunity and a responsibility for the aquatics field. Developing accessible, affordable, and aquatics-specific neurodiversity education can help programs move from improvisation to intentional inclusion.

With the right support, aquatic professionals are well-positioned to create environments where neurodivergent participants can learn safely, staff feel prepared, and inclusion is more than an aspiration, it’s a practice.

About the Author

Kate Dennis (LGIT, WSIT, CPO, ACE CPT) serves as the Aquatics & Safety Coordinator

at the University of Tennessee at Chattanooga. She has been a dedicated aquatics

professional for nine years, contributing her expertise across three universities during

that time. You can reach Kate at emma-dennis@utc.edu.

Are you interested in submitting a blog post? Reach out to Kirsten at kirsten@aquaticpros.org to share your idea and learn more about the AOAP Blog.