Neurodivergent students, faculty, and staff in higher education often encounter institutional systems structured around accommodation compliance rather than environments that support sustained thriving. This workshop draws on doctoral research and lived experience to examine how routine academic practices, including assignment design, participation expectations, feedback processes, and time structures, are experienced by neurodivergent individuals. Through structured simulations and collaborative redesign activities, participants will examine masking, disclosure, and perception bias while reframing neurodivergence as human variation. Attendees will leave with practical, institutionally grounded strategies for cultivating neurodivergent joy, belonging, and authentic engagement in higher education settings.