Current educational contexts largely illustrate a conditional view of an acceptable student, i.e., a student is acceptable only when fitting to a neurotypical standard. Difference is often construed as negative, and only rarely understood as demonstrating novelty, originality or excellence in academia. For many neurodivergent students, experiences of personal confusion, navigation of multiple identities and labels through which to view themselves, and experiences of bullying and marginalisation, are all threats to holding a robust, compassionate view of the self within a university environment. Understandably, students often assume high personal responsibility for trying to make a success of their education. Many neurodivergent students describe having to act as self-advocates in order make others understand their difference, which can contribute to disenfranchisement from university communities