As a paediatric nurse you'd also know that "ND" isn't something you have because it's not a diagnosis in and of itself.
"Neurodivergence", as I presume you mean here, is an umbrella term that can encompass many different conditions/diagnoses, therefore you can't possibly state that no ND child can lie.
My career was in CAMHS and I was an ed psych, then family therapist, and I can confirm that it's certainly a myth that autistic children can't/don't lie. Some can, and do, for a variety of different reasons. Autistic children may have more difficulty comprehending why adults lie, especially when they tell children not to!
Autistic children may also be more likely to copy the behaviours and phrases of peers, siblings, adults, etc, without the ability to consider context and consequences. This can include lying. I've seen my own DC, both with diagnoses of autism, do this and get caught out because they didn't have the cognitive flexibility to maintain the lie when questioned, whereas a neurotypical child may be more able to anticipate the kinds of questions an adult might ask to test out the veracity of their story. For example, they tell their teacher they didn't do their homework last night because they were feeling ill, but they hadn't thought about what to say about what they were ill with and how to explain why they were too ill to do their homework but well enough to be in school the next day.
Autistic children also may be more likely to engage in confabulation, which isn't the same as lying. Confabulation is essentially the unintended creation or partial creation of a story that fills gaps the child can't remember. Autistic and AuDHD children are more likely to have difficulties processing and comprehending information/instructions, poorer short term memory, and poorer autobiographical memory, so confabulation is the brain's way of creating a coherent narrative, or making sense of an event or series of events that the child has struggled to understand or fully remember from beginning to end. The child will also stick by their own version of events, even when confronted with the truth, and may be able to convince others of their version of events as well, even adults, because the narrative created can sound plausible and realistic. The child's narrative may also contain some things that really did happen or were said as well as some that didn't. Sometimes it's easier to spot as the narrative might be more fantastical. A confabulation is a false belief rather than a lie though and that's an important distinction. Many professionals, including educators, will treat it as if it's lying and it's not. Emotional distress and anxiety can contribute to confabulation because they inhibit the brain's ability to process and remember.
I therefore think in @Xmumof3xo situation that the most likely explanation is there has indeed been some kind of incident in the classroom, but the child's version of events may contain some elements of confabulation rather than outright intentional lying. It's entirely right that the school investigates and takes the allegation seriously, as they should do. It may be possible that the teacher's version of events will be different, as others have said, the teacher may have told the child off and moved the child's hand away or similar. The child may have felt upset/frustrated/humiliated by being told off or redirected, or they might not have understood why. Also, even light touch to a distressed autistic child may feel painful, because they may be overstimulated and be hypersensitive to sensory input while in that state. In the child's mind, therefore, they have been hurt, because it did hurt! I'm autistic and if I'm in sensory overload being touched even lightly feels like hot needles on my skin. But I can process that this is perception, not someone hurting me. A child can't necessarily do that.
I'd go in with an open mind and try to get to the bottom of what's gone on, but initially without making too many assumptions about what may have happened and what the outcome should be.