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Swimming

Swimming and water play are excellent recreational activities for children, offering physical, social and developmental benefits. Swimming activities can be enjoyable for children with autism spectrum disorder (ASD), offer an optimal form of physical activity as well as learning swimming skills to address the issue of drowning as a leading cause of death among those with ASD. (1)

Development Skills

Coordination

Cognitive Skills

Social Development

Benefits

Benefits of Swimming for All Children

  • A review of research found that children benefit in many ways from taking part in regular aquatic activities such supporting overall physical development and help prevent obesity.
  • Swimming activities can help children control their body movements and improve balance.2‍
  • Parents have reported that swimming helps support their children’s mental health in positive ways.2‍
  • Swimming lessons support water skill development and contribute to children’s safety in waters.2

Specific Benefits of Swimming for Children with ASD

  • Swimming as a form of aquatic occupational therapy has been found to help children with mild to severe autism develop vital water safety skills important for prevention of drowning.3‍
  • Participation in swimming has many positive outcomes for autistic children (physical, social and behavioural) 4 as well as helping with sensory regulation, support for family engagement, and sense of belonging.5‍
  • Swimming lessons can allow for tailored instruction, so each child can progress at their own pace and respond to activities according to their unique abilities and needs and learn in a fun and varied setting.6

 

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Risks

Risks of Swimming for All Children

  • For children under 14 in Canada, drowning is a leading case of injury-related death with most drowning happening in bodies of water such as lakes and rivers. (Parachute2025) https://parachute.ca/en/injury-topic/drowning/‍
  • Children under five are at particular risk, with most drownings occurring in backyard pools (Parachute 2025) https://parachute.ca/en/injury-topic/drowning/‍
  • Risk of slips, falls, or minor injuries can occur around wet areas.7‍
  • Swimming has been linked to an increased risk of allergic rhinitis (AR) in primary school children.8

Specific Risks of Swimming for Children with ASD

  • Children with autism are at a significantly higher risk of unintentional injury, particularly from drowning. Studies show that drowning, along with suffocation and asphyxiation, accounts for the majority (close to 80%) of injury-related deaths in children withautism.7‍
  • Autistic children may be at higher drowning risks due to elopement behaviours, having attractions to water, and lowered awareness of risks.5‍
  • Lack of formal swim instruction tailored to children with ASD can increase the risk of accidents or unsafe experiences in the water.9‍
  • Safety worries and insufficientsupport may make it harder for families to engage in swimming activities andlessons.9

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Strategies for Safe Outdoor for all Children

In order to stay safe around water, there are many things that can be done to keep children safe. According to Parachute, a national injury prevention organization, key strategies include:

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There are many strategies that parents and caregivers can use to support swimming for all kids:

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  • Ensuring children with autism are always closely watched near water is key. Even if a child can swim, having an attentive adult nearby can help in case of unpredictable situations.4
  • Parent education, incorporating parent-focused education into water safety programs so that families better understand drowning risks and do not rely solely on swimming ability as protection.4
  • Important considerations for swimming instruction for children with ASD include:
    1. Use positive feedback to encourage participation, encourage children with autism by praising effort and using rewards. Gestures like high-fives, thumbs-up, or “first-then” activities help them stay motivated and feel proud of theirprogress.1‍
    2. Communicate in ways that work for each child, use modelling, alternative communicationsystems.1‍
There are also helpful actions that parents/caregivers can take to support learning to swim for autistic children:
  1. Step-by-Step Guidance, break complex swimming skills into smaller parts and offer physical cues. This helps children build confidence and gradually gain independence in the water.1‍
  2. Offer choices allow children make small decisions during lessons, supported with visuals or social stories, helps them feel in control, stay engaged, and participate more confidently.1

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Additional Resources

Canadian Drowning Prevention Plan (2022). Resource Guide. Drowning Prevention Research Centre.

This document provides an overview of the priorities for drowning prevention in Canada. The 7 key target areas include: children 1 - 4 years old, Indigenous peoples; new Canadians ,rural and northern areas; supervised settings; recreational boating; and behavior’s such as PDF wearing and alcohol & substance use.  

Available at: https://www.drowningresearch.ca/media/592/cdpp-resourceguide-2022.pdf

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https://www.drowningresearch.ca/media/592/cdpp-resourceguide-2022.pdf
Canucks Autism Network –Swim Program:

The Canucks Autism Network(CAN) offers adaptive swimming lessons for children and youth on the autism spectrum. Their programs are designed to support individuals with diverse needs by offering low-ratio instruction, visual supports, and highly trained staff. Lessons focus on building comfort in the water, water safety, and fundamental swimming skills in a safe, encouraging environment. https://canucksautism.ca/program/swim/

https://www.lifesaving.bc.ca/programs-courses/swim-for-life/

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https://www.lifesaving.bc.ca/programs-courses/swim-for-life/
SWAM Canada – Okanagan Chapter:

SWAM (Swimming with A Mission) is a volunteer-run, non-profit organization that provides affordable, one-on-one swimming lessons for children with disabilities. The Okanagan Chapter works to ensure each child receives the attention they need to feel safe and successful in the water. https://www.okanagan.bc.swamcanada.ca/about-us/

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https://www.okanagan.bc.swamcanada.ca/about-us/

References

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1.  Kraft,E., Leblanc, R., & Culver, D. M. (2019). Strategies for teaching children with autism spectrum disorder in recreational aquatics programs. Journal ofPhysical Education, Recreation & Dance, 90(1), 24-29. https://doi.org/10.1080/07303084.2018.1535338

2.  Brito Mancheno, D. (2024). Swimming in children: Benefits for early aquatic development. Revista De Investigación Educativa y Deportiva, 3(8), 700-718. https://doi.org/10.56200/mried.v3i8.7640

3.  Alaniz, M., Rosenberg, S., Beard, N., & Rosario, E. (2020). Be a lifesaver: The effects of aquatic-based OT on developing water safety and social skills in children with autism. The American Journal of Occupational Therapy,74(4_Supplement_1), 7411520493-7411520493p1. https://doi.org/10.5014/ajot.2020.74S1-PO8115

4.  Casey,A., Blok, J., Vaughan, K., & O’Dwyer, W. (2020). Parental perceptions of water safety among children with autism spectrum disorders. International Journal of Aquatic Research and Education, 12(4), Article 5. https://doi.org/10.25035/IJARE.12.04.05

5.  Carter, B. C., & Koch, L. (2023). Swimming lessons for children with autism: Parentand teacher experiences. OTJR (Thorofare, N.J.), 43(2), 245-254. https://doi.org/10.1177/15394492221143048

6.  Lee,J., & Porretta, D. L. (2013). Enhancing the motor skills of children with autism spectrum disorders: A pool-based approach. Journal of Physical Education, Recreation & Dance, 84(1), 41-45.https://doi.org/10.1080/07303084.2013.746154

7.  Guan,J., & Li, G. (2017). Injury mortality in individuals with autism. AmericanJournal of Public Health (1971), 107(5), 791-793. https://doi.org/10.2105/AJPH.2017.303696

8.  Uraguchi,K., Mitsuhashi, T., Matsumoto, N., Takao, S., Makihara, S., Ando, M., &Yorifuji, T. (2025). Association between swimming lessons and rhinitis inschool children: A nationwide birth cohort study. International Journal ofPediatric Otorhinolaryngology, 195, 112415. https://doi.org/10.1016/j.ijporl.2025.112415

9.   MischeLawson, L., D’Adamo, J., Campbell, K., Hermreck, B., Holz, S., Moxley, J.,Nance, K., Nolla, M., & Travis, A. (2019). A qualitative investigation ofswimming experiences of children with autism spectrum disorders and theirfamilies. Clinical Medicine Insights. Pediatrics, 13, 1179556519872214. https://doi.org/10.1177/1179556519872214

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