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Introduction <p>Foreign body ingestion and aspiration are common pediatric emergencies, often occurring in school settings where children are under the care of teachers. Early recognition and appropriate first response is critical in preventing severe complications or fatalities. However, their knowledge of these emergencies is not prioritized and preparedness to handle these situations effectively remains underexplored. This cross-sectional study was conducted to evaluate teachers’ knowledge and preparedness for managing foreign body emergencies in school children.</p> Methodology <p>This cross-sectional study was conducted to evaluate teachers’ knowledge and preparedness for managing foreign body emergencies in school children. A pre-tested, structured questionnaire was designed and distributed to teachers in 10 schools selected by simple random sampling technique in South Chennai. Data were collected by printed questionnaire from 215 teachers and descriptive and inferential statistics were performed.</p> Results <p>The study revealed significant gaps in teachers’ knowledge and preparedness for managing foreign body emergencies in school children. While 63.2% had encountered such incidents, only 34.4% identified the Heimlich maneuver as the correct response for choking, and 41.4% incorrectly believed inducing vomiting was appropriate for foreign body ingestion. Additionally, 60% had never received formal emergency training, and 87.4% were unaware of first aid equipment availability. Despite these shortcomings, 97.7% of teachers expressed interest in further training.</p> Conclusion <p>The findings highlight the need for structured and regular training programs to improve teachers’ competence in handling foreign body emergencies. Addressing knowledge gaps, increasing awareness, and ensuring access to first aid resources can significantly enhance school preparedness, ultimately improving child safety in educational settings.</p>

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Teachers’ Knowledge and Preparedness in Handling Foreign Body Emergencies in School Children– a Cross Sectional Study

  • 期刊论文

  • 发表日期：

    2025年6月18日

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  • Namasivaya Navin R.B.,
  • Prabakaran S.,
  • Adithya V.,
  • Gowthame K.,
  • Balaji D.,
  • Muthukumar R.,
  • Rajasekaran S.,
  • Sarath Kumar B.

摘要

Introduction

Foreign body ingestion and aspiration are common pediatric emergencies, often occurring in school settings where children are under the care of teachers. Early recognition and appropriate first response is critical in preventing severe complications or fatalities. However, their knowledge of these emergencies is not prioritized and preparedness to handle these situations effectively remains underexplored. This cross-sectional study was conducted to evaluate teachers’ knowledge and preparedness for managing foreign body emergencies in school children.

Methodology

This cross-sectional study was conducted to evaluate teachers’ knowledge and preparedness for managing foreign body emergencies in school children. A pre-tested, structured questionnaire was designed and distributed to teachers in 10 schools selected by simple random sampling technique in South Chennai. Data were collected by printed questionnaire from 215 teachers and descriptive and inferential statistics were performed.

Results

The study revealed significant gaps in teachers’ knowledge and preparedness for managing foreign body emergencies in school children. While 63.2% had encountered such incidents, only 34.4% identified the Heimlich maneuver as the correct response for choking, and 41.4% incorrectly believed inducing vomiting was appropriate for foreign body ingestion. Additionally, 60% had never received formal emergency training, and 87.4% were unaware of first aid equipment availability. Despite these shortcomings, 97.7% of teachers expressed interest in further training.

Conclusion

The findings highlight the need for structured and regular training programs to improve teachers’ competence in handling foreign body emergencies. Addressing knowledge gaps, increasing awareness, and ensuring access to first aid resources can significantly enhance school preparedness, ultimately improving child safety in educational settings.