“There’s magic in people — we just have to stop it from getting lost.” — Greg Searle, Olympic Rower
Introduction
Greg Searle MBE is a British rowing legend and a proud dyslexic. Across four Olympic Games, he won three medals: gold in the Men’s Coxed Pair at Barcelona 1992, and bronze in the Coxless Four at Atlanta 1996 and the Men’s Eight at London 2012.
But Greg’s story goes far beyond the podium.
This blog explores how dyslexia shaped the way Greg trained, communicated, and ultimately thrived as an elite athlete. It also considers how intuitive coaching and inclusive learning environments helped unlock his potential — and what lessons this holds for the next generation of neurodivergent athletes.
Learning How to Learn
From early on, Greg knew he processed information differently. But instead of fighting it, he learned to harness it.
“I think having dyslexia meant I had to learn how I learn. It made me more self-aware, because I couldn’t rely on the traditional methods everyone else was using.”
Greg often visualised movement or used metaphors to learn complex sequences — an approach well-suited to rowing, a sport built on rhythm, feel, and repetition.
Speaking in Images
Greg found he thrived when coaches used imagery and feeling rather than rigid instructions.
“The good coaches I had spoke in images. They didn’t just tell me what to do. They helped me feel what it should feel like.”
This way of learning became central to his development — and a reminder that communication styles can unlock potential in very different ways.
Coaching That Works
Much of Greg’s early success came from the coaches who understood him best. Steve Gunn taught him the fundamentals, while Harry Mahon’s intuitive style helped him evolve into the rower — and person — he wanted to be.
“Harry didn’t coach me toward a model. He asked: ‘What have you got? How do we get the best out of that?’ Rather than telling me what to do at every stage, he’d ask me questions. And I realised, that’s what I needed.”
This trust in Greg’s autonomy empowered him to become a more self-directed athlete.
A Need for Independence
Although Greg won Olympic gold alongside his brother Jonny in 1992, he eventually wanted to prove himself independently.
“We had this dynamic where he was the older brother and the thinker, and I was the one who pulled hard and did what I was told. But I didn’t want that anymore.”
In a defining moment, Greg jumped out of the boat mid-session after a disagreement and stormed off — literally choosing his own path.
Proving Himself Alone
That turning point led him to the single scull, where he went on to win a World Championship bronze in 1997.
“That was one of my proudest moments. It proved to me that I could do it on my own.”
For an athlete trained mainly in team boats, this was a powerful affirmation of his independence and resilience.
When It Didn’t Work
After Harry Mahon’s death in 2001, Greg struggled under more rigid coaching systems.
“I went from having autonomy to having everything dictated. And it didn’t work for me, and I didn’t work for it.”
The shift from empowered athlete to “just another body in the boat” was disorienting.
“I don’t blame anyone — it just wasn’t the right setup for me at that time.”
Returning With Purpose
A decade later, Greg returned to the Olympic stage in 2012 at the age of 40, racing in the men’s eight at London. This time, collaboration was central.
“We co-created our race plan. All nine of us signed it, literally. And because we’d all contributed to it, we were all invested in it.”
By then, Greg had grown into an athlete who knew his strengths and championed inclusion.
“If you feel heard, you’re more likely to buy in. That’s true in sport and everywhere else.”
Now working as a performance coach and speaker, Greg continues to use story, metaphor, and lived experience to challenge thinking and build resilience. Dyslexia, he says, has never been a limitation — but it has shaped how he learns and communicates.
“If someone can’t be themselves in a team, or can’t learn in the way that works for them, we lose their talent. That’s not just a loss for them — it’s a loss for all of us.”
Final Thoughts
Greg Searle’s story is a powerful reminder that difference is not the problem — lack of understanding is. With the right environment, neurodivergent athletes can not only belong, but thrive.
As Greg put it best:
“There’s magic in people — we just have to stop it from getting lost.”
To learn more about Greg’s work, follow him on LinkedIn @Greg Searle MBE.
Key Takeaways for Neurodivergent Individuals
Find Your Way
→ You don’t need to fit the mould; trust your way of learning.
Ask Differently
→ Seek coaching that uses metaphors, images, or reflection if that helps you more than commands.
Know Your Value
→ Being different is not a deficit—it may be your greatest asset.
Key Takeaways for Peers, Supporters, and Parents
Coach the Person
→ Good coaching is adaptive; focus on the individual, not a rigid model.
Share Responsibility
→ Give athletes autonomy—let them contribute and problem-solve.
Include, Don’t Conform
→ Foster environments that celebrate individuality and different ways of thinking.
Key Takeaways for Coaches, Leaders, and Organisations
Prioritise Safety
→ Psychological safety allows athletes to be themselves and perform at their best.
Build Flexibility
→ Create multiple pathways to success within structures and programmes.
Educate to Retain
→ Invest in neuroinclusive training for coaches and staff—understanding keeps athletes and talent in the system.
Originally a recorded interview, this blog post was written by Caragh McMurtry. Subheadings were added by the Neurodiverse Sport team to support readability.
