Knowledge and Practice of First Aid Management Among Teachers of Selected Primary Schools in Oke Ose, Ilorin, Kwara State

In primary school settings, the responsibility of ensuring child safety largely falls on teachers, who are the primary adults present during school hours. This study assessed the knowledge and practice of first aid management among teachers in selected primary schools in Oke-Ose community. A descriptive cross-sectional design was adopted, and 73 teachers were selected using a purposive sampling method. Data were collected through a self-adapted questionnaire with a reliability index of 0.701 and analyzed using SPSS version 26. Descriptive statistics (frequencies and percentages) addressed research questions, while inferential statistics (chi-square) tested hypotheses. Findings revealed that 56 teachers (76.7%) possessed good knowledge of first aid, and 58 (79.8%) demonstrated good first aid practices. Notably, 52 (71.2%) routinely assessed situations before approaching injured students, and 49 (67.1%) remained calm when managing injuries. However, only 35 (47.9%) administered first aid before calling for help, and 31 (42.5%) consistently used a first aid kit during emergencies. Reported barriers to effective first aid included lack of training 50(68.5%), fear of making mistakes 42(57.5%), inadequate materials 47(64.4%), and time constraints 31(42.5%). A significant relationship existed between teachers’ gender (p=0.040), type of first aid training received (p=0.000), and their knowledge of first aid. There was no significant relationship between age (p=0.897), marital status (p=0.228), educational qualification (p=0.772), type of school (p=0.226), and first aid practice. However, a significant relationship was found between first aid knowledge and practice (p=0.000). In conclusion, while most teachers demonstrated good knowledge and practice, barriers such as inadequate training, limited resources, and time constraints hinder optimal emergency response. Regular and comprehensive first aid training is recommended to enhance teachers’ confidence and capability in managing school-related injuries.