To my students, past and present: your questions, challenges, and successes have shaped me as an educator and continue to remind me of the privilege of teaching in this profession.
“Sweetie, make sure you choose a career that you love, because adults spend a lot of time at work.” – R. Pawelczyk, my dad
This simple yet powerful advice is something my dad would often remind me of—and how true it is.
Growing up, I was always drawn to science, dentistry, and education. During university, with careful thought and reflection, I realized that the dental hygiene profession was very much me. About a month into dental hygiene school, I had a true “aha” moment. With my dad’s words always in the back of my mind, I realized: This is it! I can combine all my educational passions—science, dental hygiene, and teaching.
From that moment of self-realization, my heart and mind felt full. I set goals for myself, embraced the journey ahead, and never looked back.
Passion for education and the profession
As a life-long learner and passionate dental hygienist, my teaching philosophy is built on mentorship, critical thinking, and creating a fun, supportive learning environment.
My passion for teaching truly ignites when I witness transformation. Each term, I see students begin with a mix of excitement and apprehension as they face new challenges. Over time, through encouragement and guided feedback, I watch them develop into confident professionals—ready to educate clients, advocate for our profession, and take their place in health care. Being part of this transformation is one of the most rewarding aspects of my career.
I also believe it is essential to promote and model lifelong learning. Dental hygiene, like all health professions, is continuously evolving. By encouraging curiosity and a growth mindset, I remind students that graduation is not the end of learning—it’s only the beginning of a career filled with opportunity and discovery.
Roles and responsibilities of a dental hygiene educator
Being an educator extends far beyond classroom instruction. We are mentors, role models, and advocates for the profession. Our students look to us not only for knowledge, but also for guidance, reassurance, and inspiration.
Classroom teaching and clinical supervision
In the classroom, I strive to present material in ways that are engaging, relevant, and accessible to diverse learners. Adult learners come with unique backgrounds, learning styles, and life experiences. No two students learn the same way, so adaptability and preparation are essential.
In the clinic, I work alongside students to refine their technical skills while guiding them in communication, critical thinking, and ethical decision-making. Safety and client well-being are always top priorities. Infection Prevention and Control (IPAC) practices, client-centered care, and professional accountability are emphasized every day.
These responsibilities align with the CDHO’s Standards of Practice for Dental Hygiene Educators, which emphasize providing a learning-conducive environment, using effective strategies, and reflecting professional standards (College of Dental Hygienists of Ontario, 2025).
Mentorship and professional role modeling
Much of what students learn happens through observation. By modeling accountability, respect, and compassion, I aim to instill values that guide them beyond school. I also believe in the power of conversation—taking time to answer questions, share real-life experiences, and make learning relevant. Students feel reassured knowing their instructor is also their mentor.
Curriculum development
Keeping curriculum aligned with national and provincial standards is an ongoing responsibility. This means integrating evidence-based practice and ensuring content reflects the evolving nature of the profession.
The Entry-to-Practice Canadian Competencies for Dental Hygienists, developed by the Federation of Dental Hygiene Regulators of Canada (FDHRC), serve as a benchmark guiding curriculum, regulation, and professional development (Federation of Dental Hygiene Regulators of Canada, 2021).
Ethics and evidence-based practice
Dental hygiene educators have an obligation to uphold ethical and professional standards. This includes practicing with integrity, modeling accountability, and fostering environments that reflect regulatory bodies’ standards, codes, and expectations.
The CDHA Code of Ethics outlines principles such as autonomy, integrity, accountability, and confidentiality across all professional domains, including education (Canadian Dental Hygienists Association, 2024). Additionally, the CDHO Code of Ethics reinforces these expectations for educators in Ontario (College of Dental Hygienists of Ontario, 2025).
Support and advocacy
The dental hygiene program is more demanding than many realize. Students often juggle stress, uncertainty, and personal challenges. Academic coaching has become a true passion of mine; it allows me to support learners individually, identify challenges early, and create an environment where students feel safe to ask questions, make mistakes, and grow.
Challenges and rewards
Like any profession, education has challenges. Patience, empathy, and adaptability are daily requirements. Balancing academic expectations with clinical realities can be demanding, and technology continues to evolve at a rapid pace. And yes—after a long day of teaching, talking and giving all my attention and energy to my students, sometimes I just need quiet time at home!
Yet, the rewards far outweigh the challenges. Seeing a student finally master a skill, or hearing from a graduate who has built a fulfilling career, is incredibly gratifying. Each success, big or small, reminds me why I chose to be an educator.
Another reward is knowing I am contributing to the future of the profession itself. I remind graduates that they know more than they realize, especially when preparing for board exams. Helping them build confidence is just as important as helping them build skill.
Conclusion
As educators, we shape the future of dental hygiene. Beyond teaching, we mentor, coach, and inspire the next generation of professionals. Every graduate represents a shared success—one that reflects not just their hard work, but also the collective efforts of dedicated educators.
Being a dental hygiene educator is one of the most rewarding aspects of my career. It allows me to combine my love for education with my dedication to the profession, while supporting and empowering future hygienists to thrive. Teaching is more than imparting knowledge; it is about fostering growth, building resilience, and shaping the future of preventive oral health care.
I am honored to play a role in this process and to be part of an incredible community of dental hygiene educators. To each of them, I say: thank you.
About the author
Christine Crawford is an experienced dental hygienist and dedicated educator with over a decade of teaching experience in both clinical and academic settings. She holds a Master of Education in Post-Secondary Studies, with a strong focus on academic coaching and individualized learning supports to foster student success. Currently, she serves as a Clinical and Theory Instructor at Southern Ontario Dental College in Ancaster, Ontario, where she is committed to preparing the next generation of dental hygienists through evidence-based education and student-centered learning. In addition, she is the Educational Director and a core continuing education presenter at rdhu in Burlington, Ontario, where she develops and delivers innovative professional development opportunities for dental hygienists across Canada. Passionate about advancing the dental hygiene profession, Christine combines her clinical expertise, teaching experience, and dedication to lifelong learning to support both students and practicing professionals in reaching their full potential.