First aid is defined as the immediate care provided at the scene of an accident to prevent the deterioration of the condition of an injured or ill person. Due to their constant presence in the school environment, primary school teachers are often the first to respond in cases of injuries or sudden health complications among pupils. It is therefore essential that they possess sufficient knowledge and skills in first aid procedures.
At faculties of education in Slovenia, prospective primary school teachers encounter first aid content only indirectly, as the curricula typically lack a dedicated course on this subject. Most commonly, knowledge is acquired through external programmes (e.g. first aid courses for drivers, courses for medical orderlies, or one-time training sessions in local associations), which are most often one-off events. Research shows that such training formats are insufficient for maintaining an adequate level of knowledge in the long term, particularly for teachers who rarely encounter situations requiring first aid intervention. Moreover, these courses are not always systematically designed, which may cause a fragmented understanding of the subject and limited practical skills. In contrast, more effective learning occurs experiential approaches and simulated real-life scenarios.
This study employed an anonymous questionnaire to explore primary school teachers’ experiences with first aid education. Participants were asked to evaluate their preparedness to administer first aid and to identify areas where they perceived knowledge gaps. Their understanding of selected procedures was tested through situational. The questionnaire comprised twelve questions assessing teachers’ attitudes towards first aid and seven knowledge-based items. A total of 111 primary school teachers participated, evenly distributed in terms of years of service, with the majority teaching in the first three grades of primary school.
The findings indicate that the majority of respondents had completed a first aid course, most commonly during driving school training or through workplace professional development. Over half had refreshed their knowledge within the past five years. A significant number believed that more frequent refreshers were necessary. During their academic studies, the majority had no opportunity for in-depth engagement with first aid content within compulsory or elective courses, although more than half considered that such opportunities should be available. Teachers identified their greatest deficiencies in managing health emergencies, such as head injuries, poisoning, epileptic seizures, airway obstruction because of foreign bodies, and basic resuscitation procedures. While they demonstrated stronger knowledge in procedures related to injuries more frequently encountered in the school setting (e.g., bleeding, tooth avulsion, burns), their performance was weaker when it came to less frequent conditions (e.g., airway obstruction, cardiopulmonary resuscitation).
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