BACKGROUND:
Accreditation standards are powerful levers in shaping dental education, guiding curriculum design, institutional culture, and accountability. In Australia, the Australian Dental Council (ADC) updated its accreditation standards, with domain six focused on cultural safety for Aboriginal and Torres Strait Islander peoples. While cultural safety is named explicitly, concepts such as racism, colonisation, and antiracism have failed to be mentioned. To strengthen accountability and progress equity, critical frameworks are needed to assess how accreditation standards support systemic change.

METHODS:
This study applies a logic model approach to critically analyse the ADC accreditation standards, focusing on standards that explicitly or implicitly address equity, cultural safety, ethics, recruitment, training, and care provision in dental education. Each standard was mapped across five components: inputs, activities, outputs, short-term outcomes, and long-term outcomes. Analytical questions were applied to examine explicit and implicit terminology, language, and agency. The gaps identified informed the development of a proposed implementation and evaluation framework aiming to support the integration of anti-racism into curriculum.

RESULTS:
The analysis found that across all six standards, racism, antiracism, and colonisation were not explicitly named. This absence limits long-term impact on equity and racial justice. Moreover, there was lack of defined implementation requirements and outcome measures related to the accreditation standards set by the ADC. With the lack of clear directives, institutions may not be compelled to recognise racism as a determinant of patient safety, workforce wellbeing, educational access, and health outcomes.

CONCLUSIONS:
The logic model approach highlights strengths in the ADC standards while exposing gaps in explicitly confronting racism and colonisation. Embedding antiracism language and accountability mechanisms in accreditation can transform cultural safety from a broad aim into a strategy for systemic change. These findings offer a framework for advancing equity in dental education and inform future revisions of dental accreditation policy in Australia.