Abstract
<p>This study employed a two-phase mixed-methods design to examine the experiences of neurodivergent community college students. Phase 1 consisted of a campus-wide survey of student support, disability, and belonging (N = 247). Phase 2 involved semi-structured interviews with seven neurodivergent students selected to represent diverse diagnostic identities and educational experiences. Integration of the quantitative and qualitative findings revealed four overarching themes that explain variation in students' experiences. 1) Neurodivergence rarely occurs in isolation, 2) belonging was strongly influenced by co-occurring mental health conditions, 3) self-assessed diagnosis of neurodivergent conditions creates complexities in both belonging and receiving appropriate accommodations, and 4) belonging reflects identity development and authentic participation. Recommendations for inclusive accommodation practices and faculty training on neurodiversity culture are suggested to address those who do not disclose or have undiagnosed neurodivergence to meet the needs of students with disabilities.</p>