The United National Convention on the Rights of Persons with Disabilities (UNCRPD) emphasises the need for those with disabilities to be guaranteed full access to participation in society (United Nations, 2006). This rights-based approach in higher education foregrounds the importance of removing practical and attitudinal barriers within how institutions, or staff, interact with students with traumatic brain injury (TBI) that facilitate their access. This chapter summarises the key findings of my PhD thesis where I use my unique positioning as a TBI survivor and status as a PhD student to gain deeper understanding of the experience of access for neurodiverse students in higher education. I contend that we can be marginalised in these settings. In this chapter, I argue for the importance of student voice in decision and policymaking processes in higher education, aligning with ‘nothing about us, without us’ (Charlton, 2000). A blended methodology of autoethnography and phenomenology was used in my scholarship, which meant listening to the perspectives of students with TBI who often navigate the educational environment differently. Loss, change of identity and care are significant factors in shaping experiences. This research has much to offer as it uses the researcher's and participant's voices to transform rather than maintain the status quo regarding access for students with TBI. Inclusive education must place flexibility and diversity at its core and consider the person when putting academic programmes and support in place.