This study examines the impact of COVID-19 lockdowns on parents of neurodiverse students in Aotearoa and provides recommendations to enhance support and instructional strategies. This study examines the insights derived from parental experiences during lockdowns, the impact of the learning environment, instructional approaches, parental support, and strategies for improving the online learning environment. The study employed a mixed-method phenomenological methodology, employing an online survey as the primary data collection method. The participants consisted of parents from diverse backgrounds who had neurodiverse learners. The findings emphasize the importance of personalized support, equal access to resources, and effective communication in addressing parents' and students' challenges. The study provides recommendations for future research and practical applications while contributing to our understanding of effectively supporting neurodiverse learners in online learning environments. The findings highlight the importance of collaboration, personalized patient care, and ongoing improvement of educational methods. Accepting these ideas can help educators, policymakers, and researchers advance the field and enhance support systems for neurodiverse learners. Inclusive online learning environments can be established for this student group as well.