Abstract Over the past decade, the number of neurodivergent students in higher education has risen significantly. While universities aim to support diverse learners, many neurodivergent students face barriers that affect academic success and their sense of belonging. These challenges include difficulties with self-advocacy, academic stress, social isolation, and ongoing mental health concerns. Creating inclusive environments that promote participation, collaboration, and connection is therefore essential to improving their educational experiences. A key factor in improving participation is providing opportunities for students to communicate and collaborate with peers without barriers. To achieve this, it is important to understand the obstacles that prevent neurodivergent students from engaging in group activities. Art and creative practices can serve as powerful tools for non-verbal communication and inclusive participation and can help neurodivergent students overcome social and communication barriers while fostering peer connection. Studying student experiences in such settings can also inform pedagogical changes needed to improve inclusion, participation, and overall academic experience. This proposal explores “collaborative drawing” as a mode of communication through a participatory workshop with neurodivergent students. Participants will work in groups to co-create visual reflections of their campus experiences. The proposal frames visual art not as therapy, but as a primary form of communication and knowledge production, enabling students to express emotion, perception, and experience beyond verbal frameworks. Through a studio-based session, students will engage in illustration of themes of identity, resilience, and belonging. Group reflection will encourage shared interpretation and understanding. The workshop will examine how such participation can build resilience by strengthening self-expression, agency, and peer recognition.