Katie Huisman on sensory dentistry, accessibility in dental education, and building patient trust

Dental student Katie Huisman shares how sensory-informed adjustments improve patient comfort, what sensory stress looks like in the chair, and why accessible education makes better clinicians.

quip: You often talk about sensory dentistry. What are a few simple adjustments dental teams can make that dramatically improve the experience for sensory sensitive patients?
Katie: Sensory dentistry is not about overhauling the clinical environment, it is about intentional awareness and small adjustments that can have a tremendous impact. A few simple changes any dental team can make include dimming overhead lights or offering tinted glasses to reduce visual strain, allowing patients to wear noise-canceling headphones or play music of their choice to mitigate auditory overload, and narrating each step before it happens to provide predictability and control, something that is critical for patients with heightened sensory awareness.
As a young neurodivergent patient, I personally preferred knowing exactly what was happening during appointments. That transparency helped me build trust with my dental providers from an early age.
Equally important is pacing. Building in brief pauses, offering hand signals for breaks, and simply asking, “What would make this more comfortable for you?” shifts the experience from something being done to a patient to something done with them. The dental team is not just the provider, assistant, or hygienist; the patient is an essential part of that team. These are low-cost, high-impact changes that foster trust and can dramatically improve comfort for patients.

quip: Many patients struggle with sensory overload during dental visits but may not know how to explain it. What are some signs providers should look for that signal a patient is experiencing sensory stress?
Katie: Sensory stress often presents in ways that can be easily misinterpreted if you are unfamiliar with its signals. Patients may appear unusually tense, such as gripping the chair or holding their breath. You might notice flinching at routine stimuli, an increased gag reflex, or a sudden need to sit up or pull away.
There are also more subtle cues: difficulty maintaining eye contact, delayed responses to questions, or appearing “shut down.” In some cases, patients become overly agreeable, not because they are comfortable, but because they are overwhelmed or overstimulated.
Recognizing these signs requires providers to look beyond compliance and instead assess behavior and nonverbal cues. When in doubt, a simple pause and check-in can make all the difference.

quip: Dental education can be rigorous and fast paced. What strategies have helped you stay grounded and motivated during challenging moments in your training?
Katie: Dental school has a way of compressing time and amplifying pressure, so I have had to be intentional about how I define progress. One of the most grounding strategies for me has been shifting from an outcome-based mindset to a process-oriented one, focusing on showing up prepared, staying curious, and improving incrementally rather than chasing perfection. This often means studying for clinical understanding and patient care rather than memorization for an exam.
Equally important has been community. Some of my most meaningful growth has come not from studying alone, but from collaborating with classmates; learning with people rather than competing against them. That perspective transforms the environment from high-pressure to high-support.
Finally, I have learned the value of maintaining an identity outside of dentistry. Whether through involvement in ASDA, SNDA, and ADEA, or through activities like yoga and spending time with friends, these outlets are not distractions, they are protective factors that sustain my long-term motivation.

quip: You’re passionate about accessibility in dental education. From your perspective, what changes could make dental school more supportive for students with different learning styles and needs?
Katie: As a student who utilizes accommodations, I believe accessibility in dental education begins with recognizing that there is no single “right” way to learn. Yet, much of dental training still prioritizes speed, standardization, and high-stakes evaluation over adaptability.
Simple structural changes could make a meaningful difference: recording lectures with closed captioning for flexible review, incorporating more visual and hands-on teaching modalities, and allowing varied methods of demonstrating competency when appropriate. Even something as straightforward as clearer expectations and more transparent grading criteria can reduce unnecessary cognitive load.
Culturally, there also needs to be a shift. Students should not feel that requesting support is a sign of weakness. When institutions normalize different learning needs, they not only support individual students, but they produce more empathetic, adaptable clinicians.

quip: Financial literacy is something many providers say they wish they had learned earlier. What is one financial lesson or tip every dental student or new grad should know before entering practice?
Katie: One of the most important lessons is understanding the long-term impact of early financial decisions, especially when it comes to debt and lifestyle inflation. It is easy to match your spending to your future earning potential before that income is fully realized, but restraint early on creates options later. Dentistry, in many ways, is built on delayed gratification and opportunity cost, and those concepts should guide financial decision-making.
Common advice includes borrowing only what you need and paying interest while in school. I encourage students to take it a step further by creating an amortization schedule and work through the numbers to map out your financial future. And, as always, seek guidance from someone with more experience. Financial literacy is not about restriction, it is about creating freedom.

quip: You spend time mentoring pre dental students who are considering the profession. What advice would you give someone deciding whether dentistry is the right path for them?
Katie: Dentistry is a uniquely rewarding profession, but it is important to pursue it for the right reasons. I encourage students to go beyond shadowing and truly observe the day-to-day realities; how providers interact with patients, how they manage stress, and what fulfillment looks like in practice. If possible, spend an entire week in a practice from 8 a.m. to 5 p.m. to simulate what your future in dentistry might feel like.
Equally important is self-reflection. Dentistry requires both technical precision and interpersonal connection. Ask yourself not only “Can I do this?” but also “Do I enjoy this kind of work?” and “Does this align with the life I want to build?”
Most importantly, allow yourself the flexibility to change your mind. Dentistry is not for everyone, and that is okay. There are countless meaningful roles in healthcare that need compassionate, driven individuals.