Neurodivergent scientists, including those who are autistic, ADHD, or dyslexic, work throughout the geophysical community and academia at large, yet the structures of our disciplines are rarely designed with them in mind. This gap is becoming harder to ignore as more colleagues identify openly and ask why the burden of adjustment falls where it does. Field campaigns, open-plan labs, unstructured networking, conference environments, and our very definitions of academic excellence can impose costs that go unnamed, while the individual is left to disclose, request, and justify. This plenary asks what it would mean to move past a model in which inclusion is granted case by case. Drawing on lived experience and emerging practice in the earth and space sciences, it will consider how fieldwork, supervision, assessment, hiring, and meetings such as CGU can be designed to work for a wider range of minds from the outset, and how traits too often framed as deficits can be recognized as genuine scientific strengths.