The term "neurodivergence" refers to the variation in the human brain regarding socialization preferences, learning, attention, mood, and other mental skills that differ from the societal standards and norms. Every day, schools encounter students whose neurodivergent experiences shape how they communicate, engage, and learn. Sometimes, these differences might be apparent, while at other times, they might quietly influence a student's daily school life. By understanding that there is natural variation in human cognition and recognizing students for whom typical teaching and learning structures may not be effective, educators are better equipped to meet students where they are and facilitate learning environments that honor the diverse ways in which all students experience the world. This article examines how professional learning about neurodivergence and how to create environments that are supportive which has traditionally only been required or provided for special educators, should be ensure for all educators. Having the opportunity to be knowledgeable about the full spectrum of learners in their classrooms is an important step toward achieving equity for all students.