The Conference Board of Canada has published a report on neurodivergent students’ experiences studying in Canadian postsecondary education. The researchers conducted a survey of 400 students and recent graduates who had been clinically diagnosed or self-identified as neurodivergent. The report outlines barriers identified by the students, such as difficulties with executive functioning skills and concerns or challenges around disclosing their neurodivergence to their institution. The report identified several “levers for success” for neurodivergent students, such as having adequate supports and supportive relationships in and outside of the postsecondary institution. Among their recommendations, the researchers encourage providing targeted neurodiversity training to campus employees, increasing awareness of the role of executive function skills in learning, and emphasizing the importance of having multiple channels devoted to introducing new students to supports.