Leaders are vital figures in the creation of inclusive work environments due to their direct influence on employee experiences and their important role in helping their subordinates to experience well-being. However, only a limited number of studies have explored the demonstration of inclusive leadership and calls have been made for a more comprehensive exploration of what leaders do in an attempt to create inclusive environments. Additionally, existing theories of inclusive leadership are criticized for referring to the concept of ‘inclusiveness’ in a very broad sense. They fundamentally have ‘everybody’ in mind, regardless of cultural background, age, sexual orientation, gender, disability, or personality type. In this way, existing fragmented research on inclusive leadership tends to look at universal leadership styles somewhat ignoring the fact that distinct categories of employees have different needs and require specific leadership practices. For instance, in this research, I will focus on neurodivergent individuals (i.e., people with attention deficit hyperactivity disorder, autism, dyspraxia, or dyslexia). They are characterized by different cognitive functioning to what is seen as ‘standard’ and thus have atypical needs and preferences that require distinctive leadership approaches. Whilst approximately 1 in 5 employees are neurodivergent, existing leadership theories are based on the false assumptions of employee homogeneity and do not recognize the unique mechanisms that are needed to successfully engage and lead neurodivergent employees. Thus, the broad aim of the proposed research is to develop a comprehensive understanding of neuro-inclusive leadership. Consistent with the aim of this study, four research objectives have been developed: 1) To explore how is neuro-inclusive leadership understood by leaders and neurodivergent employees. 2) To assess the characteristics and behaviors of leaders that make them neuro-inclusive. 3) To understand the facilitators and barriers to being a neuro-inclusive leader. 4) To provide a comprehensive theoretical model of neuro-inclusive leadership. Significance for GUT: In Poland and globally, there has been no prior attempt to holistically analyze the inclusive leadership of the neurodivergent community. Thus, if funding is received GUT can become not only a leading center for studying neurodiversity in Poland but also globally.