Research in the field of neurodiversity, especially ADHD, favour the use of male participants. This bias is in part due to the difference in ADHD presentation in males and females, as females tend to exhibit more internalizing symptoms that often fly under the radar. This is only exacerbated by gender biases that clinicians can unwittingly hold, resulting in interventions and supports being designed with mostly male cohorts. Given that neurodivergent women represent a significant proportion of the disabled population, with 20% of the total female population being neurodivergent (National Cancer Institute), it is imperative that research focus on the intersectionality between gender and disability. Unfortunately, neurodivergent females have historically always been neglected, and are frequently the victims of unspeakable abuse due to late-stage diagnosis and support. This neglect extends to academic settings in which there are limited studies acknowledging gender differences in requesting and obtaining academic supports in post-secondary for students with ADHD. Nor are these differences accounted for by post-secondary institutions when determining the eligibility for accommodations. Given the combined pressure of gender stereotypes and stigma around ADHD, gender differences in perceived support from their institutions could influence willingness to communicate accommodations, and in turn an institution's willingness to provide accommodations. Furthermore, what barriers and supports that exist for ADHD students seeking accommodations may greatly differ based on gender, considering the differences in diagnosis, areas of impairment, and social experiences. Academic accommodations are vital to the success of neurodivergent students in postsecondary and beyond. For this reason, the lack of research focusing on gender and academic support is unacceptable.