Bringing Kindness into the Higher-Education Classroom: A Culture of Care and Connection

by Shelley Brown

In the fast-paced world of higher education, it’s easy for students to feel like they’re just numbers in a system. Deadlines loom. Clinical hours stack up. Professional identity develops. Yet one element often gets overlooked — the simple, profound act of kindness.

When we bring kindness into the classroom, we do more than just “be nice.” We create a culture where students feel seen, valued, and connected. In doing so, we give them the benefit of the doubt — not simply as learners, but as people. When students are treated as whole persons, the ripple effects for belonging, motivation, and learning can be significant.

Why it matters

Recent research shows that acts of kindness and an environment of inclusion aren’t just “warm-fuzzy” extras — they support student well-being, identity formation, and academic success. For example, a study of 182 members of a higher-education institution found that receiving kindness was significantly associated with increased well-being, lower stress, and stronger institutional identity. PubMedAnother study describes how “kindness in academic workplaces is tied to stronger institutional identity and well-being,” showing that the educational environment matters for every participant (faculty, staff, students). University of Hawaii

What this looks like in a dental-hygiene-educator classroom

As a dental hygiene educator (and someone who cares deeply about the profession), here are some ways to bring kindness into your teaching environment:

• Value the individual — Learn students’ names early, ask about their lives beyond clinic, invite their experiences.

• Create safe spaces for sharing — Invite students to share personal challenges or stories (for example, health issues, family concerns) in ways that feel respectful and supportive.

• Embed small acts of kindness into class routines — A classroom check-in: “How are you doing this week?” A shout-out when a student shows empathy. A peer-supported debrief when things get tough in clinic.

• Highlight stories of resilience — In your field, many hygienists have faced obstacles, whether health-related, career-related, or personal. Sharing these stories reminds students they’re not alone and raises the bar for what’s possible.

• Design assignments that promote prosocial behavior — Let students reflect on how their role is one of prevention and care, not just technical skill. Encourage them to identify one “kindness act” in a patient-care setting and later reflect on how it changed the interaction.

• Model kindness — We lead by example. When educators show authenticity, humility, and care, students mirror that mindset.

The benefit of the doubt — and the benefit to learning

When we give students the benefit of the doubt, assuming they want to succeed, assuming they bring strengths and possibilities, we create the culture of care they can lean into. That culture nurtures engagement, fosters risk-taking (in learning), and builds resilience. When kindness is part of the academic fabric, students feel connected rather than isolated, boosting their academic self-efficacy, motivation to lead and to serve, and ability to envision themselves differently, as practitioners, as leaders, as change-agents.

Why this matters in dental hygiene

In dental hygiene education, we’re not only preparing students for clinical tasks; we’re nurturing professionals who will engage in preventive care, patient relationships, community wellness, and even entrepreneurial or independent practice. If students feel supported, valued and connected, they’re more likely to stay in the field, innovate, and lead with empathy. Kindness in the classroom helps build the mindset of caring that carries forward into patient-care.

A challenge to all educators

What would happen if we looked at every activity — every clinical encounter, every lecture, every interaction — through the lens of kindness? What if we asked ourselves, “How can I offer the benefit of the doubt? How can I support this student beyond the skills I need to teach?”If you’re an educator in dental hygiene (or any field) I invite you to experiment with one “kindness intervention” this semester: maybe a peer-kindness assignment, maybe a reflection on student experiences, maybe an opening check-in each class. Then observe: Does the classroom climate shift? Do students engage differently? Do you feel a stronger connection?

A call to care

Kindness isn’t just a “soft” value — it’s a strategic one. It builds culture, connection, and care. It empowers students to see themselves as more than operators of tools — but as professionals who matter. And as we build cultures of care in the classroom, we build professions that care.

Hosoda, K., & Estrada R. (2024). The influence of kindness on academics’ identity, well-being and stress.  Link to article PubMed

Let’s give students the benefit of the doubt, a culture that we care, and the space to thrive.