Research on neurodivergent students in Higher Education has increased but primarily focuses on coursework students, overlooking those in research degrees. To address this gap, we conducted a systematic review about the experience of neurodivergent research students which included a mix of empirical research and reflections on lived experience. Our analysis of 31 included articles identified eight key themes shaping these students’ journeys: (1) academic cultures, structures, and expectations; (2) sensory and environmental challenges; (3) executive functioning; (4) insufficient supports and accommodations; (5) relationships with others; (6) ableism and disclosure; (7) mental health; and (8) embracing neurodivergence. Although some strengths of neurodivergent thinking were noted, significant institutional barriers persist. These findings reveal critical gaps in academic inclusivity and highlight the urgent need for systemic changes to develop research degree programmes that recognise, support, and empower neurodivergent students. The review offers actionable insights for fostering more equitable and inclusive higher education environments.