Growing up, Carly Priest faced challenges in school.

“I’d take a (Scantron) test and skip 17 rows without realizing it,” she said. “My (high school) teacher was like, ‘What are you doing?’ Then, he realized I circled B in the packet, but colored in bubble D.”

Priest knew she was making mistakes.

“It was frustrating because I knew the right answers, but my grades never reflected that,” she said. “Being diagnosed with ADHD and a processing disorder made me feel better — it wasn’t my fault — but I also thought my future was limited.”

However, everything changed when Priest became a mentor for The Neurodiversity Alliance’s Eye to Eye Mentoring Program. The program pairs older elementary or middle school students with learning differences with mentors in high school or college who have faced similar struggles.

“It was during mentoring when I realized other people thought and learned in the way that I did. That helped me learn it was a difference and not a disability,” she said.

Priest worked with Parkside Elementary students during one of their afterschool mentoring sessions, alongside their mentors from the University of Utah.

“One of the ways we can support our students is by giving them the tools to self-regulate and emotionally navigate, because that can really set them apart from their peers, and that can be an isolated part about thinking and learning differently,” said Priest, who has worked for The Neurodiversity Alliance for four years. “If we help our students be more aware of the things that help them find their center, they're better equipped to leave middle school and elementary school.”

The program at Parkside is new and was introduced by special education teacher Lisa Pearson. She learned about the program during a conference from David Flink, who founded he Neurodiversity Alliance (formerly Eye to Eye) in 1998. Flink, like many of The Neurodiversity Alliance employees, is also neurodivergent.

“One in five students learn differently and through this program, they're celebrating their neurodiversity, and our mentors are sharing their experiences of when they struggled in an elementary classroom and needed accommodations,” Pearson said. “When these college students share their experiences, they are empowering our students. What I like is it flips the script as we look at these kids. Instead of thinking, ‘They're the hard ones with the challenges,’ it’s now, ‘Let's help them; let's empower them.’ As we do that, we're pleasantly surprised at what they're able to do, with some extra help.”

The curriculum is divided into one-hour sessions featuring engaging art projects, building on each week’s discussion.

“We first focused on building a sense of belonging and self-awareness; we talked about their strengths and what good friends’ strengths are. These are things these kids don't think about,” she said.

The curriculum also addresses self-esteem, metacognition and neurodivergence.

“Those are things that led into ‘what would the worst classroom look like?’ and they included in their designs all the obstacles that made it difficult for them from where they sit to is too bright or too loud. Then, we discussed the classroom which would be best for them from noise-canceling headphones to an organized classroom. They each designed one and we talked about how that can happen and how they can advocate for what they need to be successful,” she said.

In the ninth of 10 weeks, the program focused on self-regulation, with Parkside and U of U students sharing ways to control their emotions and behaviors—hugging a pet cat, curling up with a weighted blanket or listening to music. Some found mindfulness techniques helpful while others used deep breathing or taking a walk to regain focus.

For Priest, sitting on the floor is her method.

“I’m able to feel grounded and be able to concentrate,” she said. 

Priest, as The Neurodiversity Alliance’s director of curriculum and program design, created the lesson and art project where students draw images of what calms them on a cube.

“When I feel dysregulated, sometimes it’s hard to think about what the right next steps are. So, with a cube like this, you can roll it, and it tells you what to do,” she said.

One of the students, fifth-grader Lorelay, began by drawing a picture of her iPad.

“On my iPad, I can draw and play games; this side is music and this one has paper and pens. I like to draw,” she said as she rotated her cube. “I’m learning how to calm down and self-regulate.”

It was a powerful realization that resonated with her and her mentor, U of U English major Megan Goode, who like Lorelay, has ADHD.

“I drew a plant because I like taking care of my plants and it helps me take care of myself,” Goode said. “I also included Ujjayi breaths because I'm a yoga teacher and that helps me.”

Lorelay also experiences sensory issues.

“I have sensitive ears. Sometimes I like it quieter. Sometimes when the lights are on, it gives me a bad headache. People make fun of my disability. They know those things bother me, but they don’t understand,” she said.

Goode remembered struggling in elementary school, with school assignments, but found solace in reading.

“I would go to school, sit there and read all day long instead of doing whatever the assignment was; I learned doodling during the classes would help me focus, even in college classes. Helping other people find regulation techniques and sharing those has been helpful and it’s fun to connect with younger students,” she said, adding she learned about the program through the U’s Center for Disability & Access newsletter.

Shalyse McKnight, manager of neurodiversity services at the Center, said while the students don’t receive college credit, it appeals to those who want to volunteer and gain experience in working with students with disabilities for their future careers. They also develop leadership and communication skills.

“Some may want to give back and share how they may have navigated similar experiences and show they made it to college to inspire the younger students, showing them what is possible,” she said. 

Before the session began, the mentors passed background checks with both The Neurodiversity Alliance and Murray School District.

Pearson and the chapter leader from the U of U have been planning the “graduation” for the program’s final week, which will include an advocacy plan.

“We’ve talked about how they can advocate for themselves — like asking for a break to regulate emotions,” she said. “I’ve already seen their confidence to express themselves and to celebrate their unique differences grow from our first week. Instead of being embarrassed, they're comfortable saying, ‘I learn differently. This is what I need to help me and then I do great.’  Now, they’re able to articulate what they need to help them be successful in school; they couldn’t do that before this program. “

Having worked at Parkside since 2018, Pearson has a deep passion for helping students with disabilities find their voice and succeed.

“The goal is to empower these students to understand their needs and advocate for themselves,” she said. “Through Eye to Eye, they're building confidence, improving academically and feeling safer in their environment — skills which will help them succeed for life.” λ