Atticus has been a leader in higher education classrooms since 2016. He has been a teaching assistant in public health, women's & gender studies, and sociology departments for courses that center social movements, models of change-making, human rights, and identity construction and reification. He has taught as an instructor for multiple courses about sociocultural power, identity, and critical theory including Introduction to Sociology, Sex & Gender, and Race, Class, Gender, & Sexuality. 

Atticus teaches using a combination of constructivist feminist praxis and culturally-responsive strategies to construct an inclusive, brave, and rigorous classroom. His teaching employs an integrative pedagogical style to encourage students to apply theoretical knowledge to concrete situations using project-based learning. Students have the opportunity to reflect critically on their personal experiences, backgrounds, and knowledge using course-related content. Because educational efficacy is context-dependent, Atticus uses a mix of Socratic discussion, student-facilitated group work, and dialectical lecture for face-to-face courses. In addition to interactive virtual lecture, Atticus offers online courses with additional components of illustrative games, structured group discussions, and extended office hours.

His course designs encourage deeper connections between major concepts and theories through project-based learning, gamification, and public scholarship. His students have submitted work to news outlets, grants and fellowships, and artistic competitions with his mentorship.

Atticus is a co-editor of a special issue in Feminist Pedagogy on graduate student pedagogy and education: "This special issue aims to provide a platform for exploring effective teaching methods and best practices that incorporate feminist epistemologies, including intersectionality, critical pedagogies, decolonial methods, and liberatory practices. By addressing the unique challenges and opportunities in graduate education, this issue aims to improve the quality of instruction and pedagogical practices for graduate students. The goal is to create an inclusive, equitable, and diverse learning environment that recognizes and addresses power dynamics while ensuring that feminist pedagogy training is applicable and impactful in a graduate setting."

Atticus offers virtual and face-to-face workshops on syllabus de-construction. While persisting social inequalities have always presented challenges for educators, recent rising criticisms of research and the scientific process have made teaching these topics in accurate and meaningful ways difficult. His talks introduce the importance of gender, sex, and sexuality before discussing four barriers to using these identities in the classroom. How educators can transform these barriers into facilitators of critical thought, social constructions, sociopolitical critique, and methodological evaluation are outlined.