Research on neurodivergent students in higher education is growing, but most of it looks at coursework students and largely overlooks those in research degrees. In this talk, I’ll share findings from a systematic review we conducted on the experiences of neurodivergent research students. We analysed 31 articles - both empirical studies and lived experience accounts - and identified eight themes that shape these students’ journeys: academic cultures and expectations, sensory and environmental challenges, executive functioning, supports and accommodations, relationships, ableism and disclosure, mental health, and embracing neurodivergence. While some strengths of neurodivergent thinking came through, the picture was clear: research degree pathways remain full of systemic barriers. I’ll discuss what these findings mean for universities, and how we can take concrete steps to build research environments that genuinely support and empower neurodivergent students.