The prevalence of online learning has grown exponentially in the past five years. While it has increased access for some, these spaces are generally not designed to be inclusive of neurodivergent learners. Additionally, while there is ample research on the importance of identity for learning and the impact of digital spaces on identity development, more work is needed to determine how to intentionally design digital learning environments (DLEs) that simultaneously support positive identity development and learning. ADHD is one of several conditions that is associated with executive dysfunction, which disrupts the process of identity development. Therefore, to effectively design identity-promoting learning environments, we must integrate tools that support executive functioning. This paper proposes a set of research-based design principles for a digital learning environment that aims to support learners with executive dysfunction through the iterative process of identity development. Such a learning environment would result in better learning outcomes for neurodivergent students. By taking a principled approach, we are better able to test design conjectures and systematically improve our designs of inclusive and effective learning environments.