Our paper presents findings and activities from the qualitative research project NESTL: Neurodivergent Education for Students Teaching and Learning. This project is run at the University of Oxford by Dr Xin Xu and Dr Laura Seymour (Co-PIs), Dr Cressida Ryan and Prof Sian Gronlie (Co-Is) and Georgia Lin (PhD Research Student), with several team members identifying as neurodivergent. The project drew on neurodivergent people's expertise and crip knowledge to create a toolkit and an online course to enable best practice in neurodivergence-inclusive teaching across academic disciplines. Our research methods were guided by neurodivergent ways of being and knowing. With our thoughtful approach to our neurodivergent students and coworkers, we sought to avoid what Sarah Carr (2023) has called the tokenistic and extractive institutional ceremony of academics traditional ways of engaging with disabled, neurodivergent and Mad people. We also aimed to avoid being absorbed into the empty rhetoric of diversity, which academic institutions can use to resist more meaningful change (Ahmed, 2012). This rhetoric may be empty but, as Keon West has recently shown, is dangerous in its own way (West 2025). Staff and students experiences of being neurodivergent at Oxford were often pessimistic, sharing testimonies of institutional ableism and the lack of compassion from some instructors. Yet by listening to, and harnessing the power of, crip negativity (Smilges), killjoys (Ahmed), and an embrace of crip time (Kafer, Price, Samuels), we can work together for positive changes. Our experience of working together in this project in crip solidarity has furthermore led to changes in the ways in which we work as researchers and strengthened our understanding of our places within academic institutions.