Nursing and midwifery education often compounds trauma and burnout, especially for neurodivergent learners whose needs remain overlooked. Our collaborative investigates the structural barriers facing neurodivergent students, including faculty preparedness and stigma, disclosure risks, and inaccessible assessment practices. Drawing on findings from the FPQ‑N and ongoing studies, we demonstrate how integrating trauma‑informed pedagogy with TILT, UDL, and CBE creates inclusive, predictable, and rigor‑preserving learning environments. This session offers concrete tools for redesigning courses and clinical evaluations toward inclusion, belonging, and neurodivergent joy, ensuring disabled and neurodivergent students can thrive and strengthen the future nursing workforce.