This paper explores ways to support the wellbeing of neurodivergent individuals participating in co-operative education (co-op). The authors propose a theoretical model for supporting neurodivergent student wellbeing in co-op, based on the current understanding of wellbeing in WIL and interventions for neurodivergent individuals at work and in higher education. The paper also identifies methodological considerations in neurodiversity research within the WIL context. It then presents a research agenda identifying critical topics for future WIL research. The expected outcomes and implications for WIL practitioners, organizations, and the WIL community are discussed, highlighting the potential for broad adoption.