Neurodivergent students across CUNY often encounter barriers that extend beyond access to accommodations, including unmet mental health needs, exclusionary practices, and limited opportunities for authentic belonging. This session highlights a neurodiversity-affirming model developed at LaGuardia Community College that integrates mental health support, executive functioning coaching, Universal Design for Learning, and intersectional inclusion strategies. Through case examples, practitioner dialogue, and audience reflection, participants will explore practical approaches for shifting campus narratives from compliance-based access toward neurodivergent joy, autonomy, and belonging across academic and student support spaces.