Abstract
Dental disease is the most common chronic disease amongst children in the United States. It is linked directly to decay and tooth loss, which can lead to potential speech impairments, problems with physical appearance and consequential low self-esteem. Furthermore, it can have implications beyond these childhood health issues, and can lead to decreased school performance as well as substantial days missed from school. According to the Surgeon General’s report on oral health, dental disease amongst children is approximately five times more common than asthma and seven times more common than hay fever (National Institute of Dental and Craniofacial Research, 2011). A 2005 World Health Organization Study also found that oral disease is one of the most costly diet and lifestyle related diseases (Kwan, Petersen, Poul, Pine, & Borutta, 2005) relating to the idea that much of this could be preventable with the simple cost of a toothbrush, along with the proper knowledge of how to use it. Even deeper within the general issue of oral health are specific problems related to access, particularly for lower-income Latinos. Access to oral healthcare and information for lower income Latinos, especially children, is a significant problem in our own country of the United States, as well as abroad. Also, the disparities in oral health among socio-economic and ethnic groups in the United States present another issue, as oral health (and its connection to systemic health) correlates with academic success (Seirawan, Faust, & Mulligan, 2012). Many families are unable to seek dental care due to economic challenges, and preventative oral health holds little value for many families in difficult socioeconomic situations. When oral health is addressed at a young age, however, many issues can be prevented. Data sources ranged from studies from various dental-related organizations, such as the Ostrow School of Dentistry at the University of Southern California, to the Official Journal of the American Academy of Pediatrics. The theoretical basis for the project is grounded in the work of Brazilian educator and philosopher Paulo Freire, as well as Christine Sleeter and Carl Grant, Pierre Bourdieu, Abraham Maslow, Robert Putnam and Ruth Enid Zambrana, among many others. The California Content Standards and Frameworks as well as the Common Core Standards were also used as a basis for designing lessons and improving upon the pre-existing curriculum. Students between the grades levels of Kindergarten and fourth grade need dental health lessons that are sensitive to their diverse needs, and are embedded in various content standards such as language arts, math, health and science. This information is of particular importance to lower-income Latino students, who often do not receive the information as easily as their more affluent or White counterparts due to various reasons such as access to insurance. Dental health is an area of particular detriment to low income Latino families, and providing this information in the early elementary stages serves as a preventative act against many dental health issues, and various other health concerns that can stem from poor oral health. The classroom provides a place where students from all backgrounds can access this information, and addresses the issues of dental and oral health impacting academic performance.