This project aims to explore the lived experiences of neurodivergent postgraduate research students to co-design more inclusive and supportive academic environments. As increasing numbers of students identify as neurodivergent—such as autistic, ADHD, dyslexic, or otherwise cognitively diverse—there remains a significant gap in institutional understanding of their needs, especially within postgraduate research, where autonomy and unstructured expectations can heighten barriers. The project was initiated in response to ongoing feedback from neurodivergent students and wider national conversations about equity in higher education. It is grounded in the principles of participatory research and universal design, with a commitment to centring neurodivergent voices in shaping policy and practice.