The quest for ‘embodied equity’ on college campuses focuses on neurodivergent students

Niki Elliot skipped the fifth grade. She was so smart that she could have skipped another, she said, but her mother didn’t want her in class with older boys.

And so she was always bored in school. She had a “near photographic” memory and didn’t need to study, she said, so she never learned how to. She remembers finishing her assignments in five minutes and spending the next 30 waiting for her classmates to catch up.

When she got to college, where classes were much more difficult, she said, “I really had a big crash and burn.”

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