Best Practice Ambassador
Crystal Palace
A staff perspective on dual career, education and player care in elite football
Featuring: Rowan Griffiths, Head of Education, and Alex Wynter, Head of Player Care
When we talk about dual career in football, the spotlight is usually on players — how they balance sport and education, how they prepare for life beyond the pitch. But behind every strong system, there are people who make that balance possible.
Crystal Palace offers a compelling example from the staff perspective. Through the work of Rowan Griffiths, Head of Education, and Alex Wynter, Head of Player Care, the club has built an environment where football development goes hand in hand with education, wellbeing and long-term personal growth.
“We support young people — not only young football players.”
At Crystal Palace, dual career is not treated as an add-on or a safety net. It is part of the structure.
From early academy stages, players remain in their regular schools while training. As they progress, the club introduces a hybrid model that combines education and football more closely. From the age of 16, players become full-time scholars — but crucially, education does not stop there.
Even players who sign professional contracts at 17 continue their studies until the age of 18. The message is clear: development does not happen only on the pitch.
This approach reflects a broader philosophy — one that sees education not as a “Plan B”, but as part of becoming a more complete individual.
Players are supported in different academic pathways, from vocational studies to A-levels, and even further into university degrees. Some continue their education alongside their professional careers, supported by the club both financially and structurally.
“It is not Plan B — it is part of Plan A.”
Alongside education, Crystal Palace places strong emphasis on player care — the support system that exists away from the pitch.
This includes wellbeing, life skills, identity development, transitions and communication with parents. The goal is not only to produce better footballers, but to help young people understand themselves beyond the game.
Players are encouraged to explore interests outside football, develop social and personal skills, and build a sense of identity that is not dependent solely on performance.
One of the most important aspects of this system is how the club approaches transitions.
Leaving the academy is not treated as failure, but as a step into a different path. Support begins early — often before decisions are final — and continues even after players leave. Whether through further education, football opportunities, or personal guidance, the club remains a point of support.
“Support does not end when a player leaves the academy.”
This long-term approach is strengthened by people like Alex Wynter, whose own journey through the academy system gives him a unique perspective. Having experienced both progression and transition himself, he represents a relatable and credible voice for young players.
At the same time, the system is not built around individuals alone. Crystal Palace operates with a multi-disciplinary structure, where education, player care, psychology, safeguarding and coaching are closely connected. This shared responsibility ensures that development is not one-dimensional.
Crystal Palace stands out not because it removes the challenges of elite football, but because it responds to them with structure, care and realism.
For the EDU-DC project, this represents a strong best practice example from the staff perspective — showing that dual career is not only about combining sport and education, but about creating an environment where young athletes can grow as people, make informed choices, and be supported throughout their journey.