Neurodiverse students face many stressors in the college environment (Clouder et al., 2020). College transitions may be more difficult for these students and students may face anxiety related to personal, social, and academic lives. Many suggestions arise to make the college environment more accepting and inclusive for neurodiverse students. Awareness and acceptance of neurodiversity may be the first steps towards systemic change in higher education (Wilson & Dallman, 2024). Campus-wide efforts to promote neurodiversity understanding amongst students, faculty, and staff are recommended (Dwyer et al., 2023; Hotez et al., 2023; Wilson & Dallman, 2024). Scholars suggest including neurodiverse students in efforts to improve the student experience (Dwyer et al., 2023; Wilson & Dallman, 2024). Universal design for learning and implementing a flexibility of modalities for instruction are recommended (Clouder et al., 2020; Dwyer et al., 2023; Wilson & Dallman, 2024). There should be an emphasis on understanding the strengths of neurodiverse students in order to facilitate acceptance (Wilson & Dallman, 2024).