["Psychology in the Schools, EarlyView. ", "\nABSTRACT\nEducational systems and practices have historically privileged neurotypicality as normative while marginalizing neurodivergent learners. Althought limited research has examined systems for supporting neurodivergent learners in P‐12 religious schools, these settings hold unique organizational autonomy compared to public schools that could support innovation. This qualitative study engaged the neurodiversity paradigm to explore systems of support within a PK‐8 Christian school that enrolled a higher proportion of neurodivergent students than local private schools. Via participant observation, I facilitated a 10‐session community of practice with three teachers and one administrator examining how the context's values and practices reflected or resisted neurotypicality and exploring potential change to improve student outcomes. Audio‐recordings, collaborative documents, and field notes were analyzed using emergent, in vivo coding after each session and reviewed collectively considering the research questions, generating three themes. First, participants perceived the school's current values as confined by societal expectations for neurotypical performance. Second, analysis showed these neurotypical norms inhibited both teacher and student thriving. Third, participants identified specific value and practice shifts toward more innovative, equitable systems of support. Findings offer actionable means for PK‐12 religious school leaders and practitioners seeking to develop neurodiversity‐affirming learning environments and systems of support."]