The paper critiques the prevalent “neurodiverse mind” paradigm for its disembodied approach, which focusses exclusively on cognitive and neural aspects of neurodivergence while neglecting the lived body and its socio-environmental context. Drawing from phenomenology, I therefore propose an alternative framework that emphasizes embodiment, intercorporeality, temporality, and shared social spaces. I explore how the notion of musicality, defined as rhythm, synchrony, and coordination, can illuminate the nuances of neurodivergent experiences, such as those in autism and ADHD. By shifting the focus from deficits to bodily and temporal attunement, I advocate for inclusive, dynamic, and context-sensitive interventions. The analysis underscores the importance of reconfiguring social and educational spaces to support neurodivergent lived experiences, fostering both self-awareness and intersubjective alignment.