1.1 Introduction
First aid is defined as the immediate and temporary assistance provided to an injured or ill person before the arrival of professional medical care, with the aim of preserving life, preventing further harm, and promoting recovery. It involves basic procedures such as controlling bleeding, managing wounds, performing cardiopulmonary resuscitation (CPR), treating burns, and responding appropriately to sudden health emergencies (International Federation of Red Cross and Red Crescent Societies [IFRC], 2020). In the school environment, first aid is an essential component of health and safety practices because teachers often serve as the first responders when students experience accidents or medical emergencies.
Secondary schools are environments where students participate in various academic, sporting, and social activities that may expose them to injuries and unexpected health conditions. Teachers, due to their daily interaction with students and their supervisory roles, are usually the first people available to provide immediate assistance during emergencies. According to the World Health Organization (WHO, 2023), timely and appropriate first aid response is important in reducing the impact of injuries and improving survival outcomes before advanced medical support is provided.
The level of first aid knowledge among teachers determines their ability to recognize emergencies, make correct decisions, and apply suitable interventions. Adequate knowledge and practical skills enable teachers to respond confidently to situations such as fainting, asthma attacks, fractures, seizures, and other common school-related emergencies. However, inadequate training and limited exposure to first aid education may reduce teachers' preparedness and increase the risk of inappropriate responses during critical situations (Eze et al., 2021).
First aid practices among teachers also depend on the availability of supportive school policies, training programmes, and emergency resources. Schools that provide regular first aid training and maintain functional first aid facilities are more likely to improve emergency preparedness among teachers. The integration of first aid education into school safety programmes contributes to the creation of a safer learning environment where students receive timely assistance during health emergencies (IFRC, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
First aid has existed for centuries as a basic method of providing immediate assistance to individuals who experience injuries, illnesses, or life-threatening conditions before receiving professional medical care. Early forms of first aid were developed through traditional practices where communities provided simple treatments for wounds, fractures, and other health challenges using available resources. According to Grant (2019), the development of first aid was influenced by the need to reduce deaths and complications arising from injuries that required urgent attention before medical services could be accessed (Grant, 2019). First aid knowledge and practices are essential components of health and safety management, particularly in environments where individuals are frequently exposed to situations requiring immediate care. First aid involves the prompt assistance provided to an injured or ill person before professional medical treatment becomes available.
According to the International Federation of Red Cross and Red Crescent Societies, first aid is aimed at preserving life, preventing the worsening of a condition, and supporting recovery through appropriate immediate actions. In educational institutions, first aid is an important safety measure because teachers are often the closest adults available when students experience injuries, accidents, or sudden health challenges (IFRC, 2020). Secondary schools accommodate a large population of adolescents who participate in academic, sporting, laboratory, and recreational activities that may expose them to different forms of injuries and emergencies. According to the World Health Organization (WHO, 2023), effective management of emergencies depends largely on early recognition of health problems and the provision of suitable immediate responses before advanced medical care is received. Teachers therefore occupy a significant position in school health and safety because their ability to respond appropriately during emergencies may influence the outcome of students' health conditions.
According to Joseph and Ajayi (2021), teachers' knowledge of first aid procedures is a critical factor in ensuring a safe school environment because they are frequently the first responders during school-related emergencies. The researchers reported that inadequate first aid knowledge among teachers may result in delayed responses, incorrect treatment procedures, and increased risks for affected students. This indicates that possessing basic first aid skills is not only beneficial but necessary for teachers who have daily responsibilities for student supervision and welfare.
Similarly, Ibrahim et al. (2020) reported that many school teachers have limited exposure to formal first aid training, which affects their confidence and ability to manage emergency situations effectively. The study stated that although teachers may encounter cases such as bleeding, fainting, burns, choking, and fractures, some lack the practical competence required to provide immediate assistance.
In the same vein, Adewale and Musa (2022) affirmed that continuous first aid education improves teachers' awareness, practical skills, and confidence in handling emergency situations. They asserted that training programmes help teachers understand correct first aid techniques and avoid harmful practices that may worsen an injured person's condition. Regular capacity building among teachers is therefore important to ensure that emergency responses within schools are based on proper knowledge rather than assumptions or personal experiences.
Furthermore, the availability of first aid facilities and institutional support influences how effectively teachers apply their knowledge in real-life situations. According to Okafor and Nwankwo (2021), schools with inadequate first aid resources, poorly equipped first aid kits, and limited emergency preparedness plans may experience difficulties in managing student health emergencies. The researchers contend that first aid knowledge alone is insufficient without supportive school structures that enable teachers to practice appropriate emergency care.
This study is set against the backdrop of the need to promote effective first aid preparedness among secondary school teachers by assessing their knowledge and practices in selected secondary schools in Asa Dam, Ilorin.
1.3 Statement of Problems
Investigation revealed that first aid knowledge and practices among secondary school teachers remain inadequate in many educational settings, creating challenges in responding effectively to injuries, sudden illnesses, and health emergencies within school environments. Secondary schools accommodate a large number of students who participate in academic, recreational, and practical activities that may expose them to emergencies such as falls, fractures, burns, choking, and other injuries. However, limited access to first aid training and insufficient awareness of basic emergency response procedures among teachers affect their preparedness to manage such situations.
Furthermore, many teachers are often the first individuals available when students experience health-related incidents, yet some lack the confidence, practical skills, and up-to-date knowledge required to provide appropriate first aid care. On the other hand, some secondary schools do not have adequate first aid resources, functional first aid kits, or established emergency response plans to support teachers in handling school health incidents. It is against this backdrop that this study seeks to assess first aid knowledge and practices among secondary school teachers in Asa Dam, Ilorin.
1.4 Aim and Objectives of Study
The aim of this study is to assess the first aid knowledge and practices among secondary school teachers in Asa Dam, Ilorin.
The specific objectives of this research are to:
- Assess the level of first aid knowledge among secondary school teachers in Asa Dam, Ilorin.
- Examine the first aid practices of secondary school teachers during school emergencies.
- Identify the factors influencing first aid knowledge and practices among secondary school teachers.
- Determine the availability of first aid facilities and equipment in secondary schools in Asa Dam, Ilorin.
- Identify the challenges affecting effective first aid practices among secondary school teachers.
1.5 Research Questions
The following research questions will guide the study:
- What is the level of first aid knowledge among secondary school teachers in Asa Dam, Ilorin?
- What first aid practices are adopted by secondary school teachers during school emergencies?
- What factors influence first aid knowledge and practices among secondary school teachers?
- To what extent are first aid facilities and equipment available in secondary schools in Asa Dam, Ilorin?
- What challenges affect effective first aid practices among secondary school teachers?
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