Transitioning to higher education can be challenging for neurodivergent students and they can be particularly vulnerable to experiencing stress in this new environment, resulting in higher levels of non-completion. To address this issue, this study details the co-design of a support programme for neurodivergent students in higher education. It used logic modelling workshop methodology to identify the short-term and long-term outcomes, activities and resources required for implementation. The logic model was produced during a workshop that involved a range of stakeholders, including researchers, neurodivergent and neurotypical students and disability service staff at an Irish university. The qualitative data were analysed through thematic analysis and three key outcomes were generated from the logic modelling process: 'connectedness', 'knowledge and awareness of neurodiversity' and 'empowerment'. The main activities desired by stakeholders included one-to-one mentoring and group-based mentoring, which would allow neurodivergent students to establish new friendships and develop a sense of belonging within the university. The implementation factors identified were providing a dedicated space and mentor pairing. A key finding was that stakeholders did not favour traditional peer mentoring labels of 'mentor' and 'mentee'. Instead, students preferred the development of a symbiotic co-mentoring relationship between peers, with both participants being referred to as 'mentors'.