Our Interview With Dr. Niki Elliott, President of the Center for Embodied Equity and Neurodiversity at the University of San Diego
Dr. Niki Elliott is the President of the Center for Embodied Equity and Neurodiversity at the University of San Diego. She specializes in mentoring child-serving professionals who serve students with lived experiences of disabilities, foster care placement, and racialized marginalization.
1. What inspired your commitment to embodied equity and neurodiversity in education, and how have your personal and professional experiences shaped that path?
Throughout my career as an educator, I have been deeply committed to supporting students who are highly intelligent and capable of achieving great things, yet face learning differences, mental health challenges, or sensory processing issues that hinder their success in traditional learning environments. These students possess immense potential, but the existing educational structures often fail to accommodate their unique learning, sensory, and mental health needs, preventing them from reaching their highest possible achievements.
My work has focused on raising awareness and enhancing the skills of educators and caregivers to better support these individuals. This commitment became even more personal when I had two children of my own who identify as neurodiverse, which further solidified my dedication to helping them navigate the educational system. This journey has become a lifelong mission for me.
2. In your 30+ years of experience as an educator, what systemic challenges have you witnessed in serving neurodivergent and marginalized students, and how have you worked to transform those barriers?
In traditional classroom structures, much of the teaching relies heavily on long, lecture-based methods. Current brain science indicates that this approach is not the most effective way to deliver instruction for supporting neurodiverse learners. For instance, a few years ago, and even still today, some professors resist allowing their lessons to be recorded. This poses a significant disadvantage for students with auditory processing challenges—a common challenge among many neurodiverse diagnoses—who are expected to process information delivered at a rapid pace.
Often, when we fail to examine sensory stressors in our conventional classroom environments and adhere rigidly to traditional modes of instruction, we inadvertently restrict opportunities for students with ADHD, dyslexia, and sensory processing challenges. When these students struggle in school, it is not due to a lack of intelligence, but rather because the educational structures are not equipped to address their diverse needs. My work focuses on building capacity by training schools, educators, and counselors in best practices informed by applied educational neuroscience. This training aims to create a more inclusive environment, allowing all students a fair chance to thrive.
3. In your work with child-serving professionals, how do you encourage them to bring their own lived experiences into their teaching or advocacy? Can you share an example of how storytelling or personal narrative has been powerful in this space?
The foundation of our work within the heart-centered connections model is rooted in what we refer to as narrative empathy. We recognize that storytelling serves as a powerful bridge, transforming abstract theory into practical insights that resonate deeply with individuals, fostering compassion for those whose experiences differ from our own. In my interactions with educators and counselors, I’ve found that approximately 20 to 25% of participants identify as neurodivergent, often without a formal diagnosis.
Many are aware of their own challenges, while others have children, siblings, or family members who are neurodivergent and have faced difficulties in learning. By encouraging individuals to share their personal stories—both of struggle and of triumph, where they have received the support and services necessary to flourish—we can create meaningful connections. Intentionally using these narratives to engage the audience fosters a sense of community among adult professionals, united by the understanding that making necessary changes in teaching and instruction can have a profoundly beneficial impact on youth. Therefore, it is crucial that we hear these success and transformation stories from the audience, not just from me.
4. Many educators and practitioners struggle with traditional professional development models. How does your approach support neurodivergent professionals and those supporting trauma-impacted youth?
In many cases, professional development sessions are characterized by a "sit and get" approach, where participants attend a training, receive a barrage of information, and are instructed on what to do, but remain disengaged from how the content is delivered. Our model recognizes that many adults present may have experienced trauma, face sensory processing challenges, or identify as neurodivergent. We take all of these factors into account in our teaching approach. During our sessions, we allocate time for various levels of sharing and incorporate interactive activities that allow for direct application of the material to participants' teaching practices.
We also incorporate mind-body techniques that intentionally utilize breathwork and somatic practices to encourage movement, balance, and the settling of the nervous system, ultimately fostering connection and engagement with the content. Rather than merely instructing adults on what to do, we emphasize the importance of understanding their own nervous systems and brains. Through the inclusion of breathwork, mind-body practices, and somatic awareness, we continuously connect our teachings to scientific principles, providing participants with a rationale for adopting these new practices and transforming their approach to teaching.
5. What are some of the most persistent misconceptions about neurodivergent students and professionals that you seek to challenge through your work at CEEN?
The most persistent misconception is that students with ADHD, autism, or dyslexia are somehow less than capable of learning at a high level. Many professors and employers feel that any changes they make to be more accommodating to these individuals are equal to lowering their standards or dumbing down their curriculum. Nothing could be further from the truth.
Accommodations made in terms of changing the environment for sensory support, or utilizing multimodal instructional delivery actually benefit many more students than just those with an official diagnosis. In addition, these adjustments help us witness the true strengths and potential of some of the most creative and innovative members of our society.
6. Education systems are often steeped in standardization and pressure. How do you help schools and educators create more heart-centered, embodied learning environments that support neurodivergent learners and educators alike?
In our work, we adhere to the principle of "connection before content." This emphasizes the importance of approaching learning from a bottom-up perspective rather than a top-down one. According to Bruce Perry's Neuro-Sequential Model, if a student's physical body does not feel settled with a sense of safety and belonging, then their brain is not optimally prepared for learning, engagement, or pro-social behavior. While I firmly believe in the importance of standards, excellence, and students achieving mastery, we must take a step back to ensure that we do not overlook the significance of socio-emotional regulation and the crucial relationship-building between teachers and students. This foundation is crucial for fostering effective and deeper learning experiences.
7. Have you ever encountered resistance or doubt in pushing for embodied equity and neurodiversity initiatives? What helped you stay grounded and committed to your mission?
I often encounter resistance when attempting to implement Universal Design for Learning in higher education institutions. Faculty members may perceive the necessary adjustments to their curricula, aimed at accommodating individual student needs, as a dilution of academic rigor and standards. There is a concern that such modifications might allow unqualified students to succeed without demonstrating their capabilities. However, I am firmly dedicated to the principle that when appropriate accommodations are employed and educators are willing to adapt their teaching methods, students can excel.
My motivation stems from the understanding that the most successful graduates of medical, legal, or counseling programs are not necessarily those most skilled at performing their roles. For instance, a graduate from medical school may not inherently possess the best bedside manner or the therapeutic skills essential for effective patient interaction. The current educational environment often rewards those who can navigate its pressures, rather than those who might truly excel in practice If modifications were made to the pacing of the curriculum or if alternative assessments were offered, such as verbal examinations in place of written ones, there would be an opportunity to reveal the potential of neurodivergent individuals or those who struggle to conform to traditional assessment methods. This approach would ensure that while they are still required to acquire the necessary knowledge, alternative pathways to demonstrate mastery would be available.
Consequently, it is possible that many neurodivergent therapists or medical trainees might emerge as exemplary practitioners, ultimately fostering superior patient care, which should be our primary objective. The same reasoning applies to the fields of law and social work. In failing to consider neuro-inclusive pedagogical strategies, we risk losing exceptional talent that could significantly enhance these professions. It is imperative for educators to explore these innovative approaches to teaching and learning to realize the full potential of all students and to ensure that we are nurturing the best candidates for these vital roles.
8. What tools, practices, or accommodations have you seen make the biggest difference in creating inclusive, healing-centered spaces—especially for neurodivergent students and educators navigating complex identities or trauma histories?
Many educational environments that facilitate teaching and learning often serve as sensory stressors. These include issues such as fluorescent lighting, inadequately lit rooms, buildings characterized by high echoes, and facilities that lack windows, which may result from budgetary constraints. Recent research highlights the importance of designing learning spaces and healthcare environments to incorporate elements that reflect nature and the natural environment.
Such design considerations have a significant impact on learning outcomes and the regulation of the nervous system within educational settings. Regrettably, advancements in creating conducive learning environments predominantly benefit schools and facilities located in more affluent communities. It is crucial that, as resources become available for educational environments across all socioeconomic backgrounds, a comprehensive assessment of buildings is conducted to understand their impact on the nervous system and brain function.
Modifications should be universally implemented; for instance, addressing the use of fluorescent lighting, which many individuals, especially those on the autism spectrum, find overstimulating due to their heightened sensitivity to the flickering light. Thus, the initial step should involve reevaluating physical learning spaces and implementing principles of Universal Design for Learning across all educational settings.
Furthermore, it is imperative that educators at all levels, including those in junior colleges, community colleges, vocational education, and universities, receive training in effective teaching methodologies. While these educators may possess deep content expertise, many lack formal training in pedagogical strategies. This professional development must include a foundational understanding of how to accommodate neurodiversity within the classroom.
9. In your view, what are the most critical shifts that schools, colleges, and educational institutions need to make to genuinely support neurodiversity and embodied equity?
One significant shift we must embrace is recognizing that the primary accommodation often provided to neurodiverse students in college, such as extra time on tests or assignments, falls short. It's crucial to understand that if a student requires double time to complete assessments, they may also need that same level of accommodation in all aspects of their academic journey.
Furthermore, we need to reconsider our approach to the pacing of degree completion. Students who require more time to earn their degrees should not be penalized with reduced financial aid simply because of their diagnosis. Many students may need to pursue their education part-time, and I strongly advocate for establishing full-time equivalency with respect to financial aid for neurodiverse students who demonstrate a need for extended time. This approach allows them to engage with their coursework at a more manageable pace, fostering deeper understanding and mastery of the material. It’s essential to shift the narrative away from the idea that timing issues undermine someone's potential; these students can indeed excel in their chosen professions.
10. If you could give one piece of advice to an educator or advocate who wants to become a better ally to neurodivergent and marginalized students, what would it be?
One piece of advice is to embrace a strength-based approach to neurodiversity. This perspective applies to individuals with various diagnoses who face significant challenges needing support, therapy, and modifications. However, what truly matters beyond their diagnoses is recognizing their strengths —the areas where they excel —and the unique ways they express their brilliance.
We should focus on identifying and nurturing these qualities within them rather than merely pointing out perceived pathologies. Our greatest societal contributions have often emerged from those labeled with neurodiversity, reminding us of the incredible potential within each individual.
Juris Education is proud to interview leaders like Dr. Niki Elliott to exemplify the power of mentorship, advocacy, and community and to inspire future law students to create a more inclusive future in law.
