Table 2.

A practical starting-point checklist for educators

1	Review existing curriculum content Map current teaching activities against relevant SPF outcomes Identify where social determinants of health, cultural diversity, health inequalities, and protected characteristics are already discussed Consider opportunities to make cultural influences on oral health more explicit
2	Develop foundational understanding Ensure educators are familiar with key concepts including cultural humility, EEDI principles, unconscious bias, and the Equality Act 2010 Encourage staff reflection on their own assumptions, perspectives, and learning needs
3	Incorporate lived experience Include patient narratives, videos, case studies, or co-produced resources that represent diverse populations Where possible, involve patients and community members in curriculum development and delivery
4	Embed reflection Use reflective discussion, journalling, or facilitated debriefing following teaching sessions. Encourage students to consider how their own experiences and assumptions may influence patient care
5	Create safe learning environments Establish ground rules that promote respectful dialogue and constructive challenge Support students to explore uncertainty and ask questions without fear of judgement
6	Expand learning beyond the clinical setting Engage with community-based learning opportunities and outreach programmes Encourage students to explore how social and structural factors influence oral health and access to care
7	Evaluate and continuously improve Seek feedback from students, patients, and community partners Review initiatives regularly to ensure they remain relevant, inclusive, and responsive to changing populations and societal needs
EEDI, equality, equity, diversity and inclusion; SPF, Safe practitioner framework.