AbstractInclusive higher education remains a critical yet underexplored area, particularly at the intersection of race, gender, and neurodiversity. Black neurodivergent female students with Attention-Deficit/Hyperactivity Disorder (ADHD) face compounded barriers, including attention and executive functioning challenges, coupled with experiences of racialised and gendered biases. This study aimed to explore how university lecturers contribute to enhancing inclusive learning environments for this student population. Employing a qualitative research design, the study relied on purposive sampling to select 15 lecturers from diverse faculties with direct engagement with neurodivergent students. Data were collected through semi-structured interviews, transcribed verbatim, and analysed thematically following Braun and Clarke’s six-phase framework. Findings revealed five key roles of lecturers in fostering inclusivity: pedagogical, emotional and relational, advocacy and support, culturally responsive, and reflective and developmental. Lecturers adopted flexible, multimodal teaching strategies, demonstrated empathy and relational engagement, advocated for access to institutional resources, embedded cultural responsiveness in pedagogy, and engaged in continuous professional reflection. These strategies collectively supported the academic, emotional, and social inclusion of Black neurodivergent female students with ADHD. The study recommends institutionalising inclusive pedagogical practices, prioritising emotional and relational teaching, formalising lecturer advocacy structures, promoting culturally responsive pedagogy, and fostering continuous reflection and professional development. The study concludes that effective inclusion requires collaborative, whole-institution approaches, where lecturers act as educators and advocates, ensuring equitable access and a sense of belonging. Keywords: ADHD, Black female students, culturally responsive teaching, higher education, inclusive education, lecturer advocacy, neurodiversity