Neurodivergent students in higher education are often labeled disengaged or resistant when traditional structures fail to meet their needs. For autonomy-sensitive students, including those with a Persistent Demand for Autonomy (a.k.a. Pathological Demand Avoidance, PDA) profile, compliance-based environments can increase anxiety rather than support learning. This session reframes “resistance” as a signal for creative redesign. Grounded in Universal Design principles, lived experience, and current research, participants will explore autonomy-supportive strategies that reduce pressure, build trust, and foster engagement. These approaches not only support PDA and other neurodivergent students, but also promote belonging, agency, and neurodivergent joy across higher education settings.