274 - Improving First Aid Knowledge and Confidence Among Children, Adolescents, and Educators: Evidence from a School-Based Educational Intervention in Brazil

Publication Number: 2264.274

Isabela Hartmann Rost, Federal University of Health Sciences of Porto Alegre (UFCSPA), Porto Alegre, Rio Grande do Sul, Brazil; Leonardo dos Santos Barbosa, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Felipe M. Manjabosco, Universidade de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Giovanna Neves Martins, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Arthur Felipe Kluge, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Elisa H. Casani, Federal University of Health Sciences of Porto Alegre., Cachoeirinha, Rio Grande do Sul, Brazil; Brendha de Mattos Ferreira, Universidade Federal de Ciências da Saúde de Porto Alegre, Canoas, Rio Grande do Sul, Brazil; Larissa Narumi N. Takeda, Federal University of Health Sciences of Porto Alegre, Porto Alegre, VA, United States; Laura Bampi, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Manoela Trivilin Sangineto, Federal University Of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Márcia da Silva. Anselmo, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Maria Eduarda Telles de Carvalho, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Joao Silveira, UFCSPA, Canoas, Rio Grande do Sul, Brazil; Thiago P. Portalupi Mattana, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Henrique Ries de Souza Carbone, Universidade de Ciências de Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Júlia Rolim Corrêa, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Analissa Victoria Souza Ferraz, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Bianca Fulas Denardi, Universidade Federal de Ciências da Saúde de Porto Alegre (UFCSPA), Porto Alegre, Rio Grande do Sul, Brazil; Maria Eduarda Brusch Silveira, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Mariana de Almeida Carneiro, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Manuela Acosta Ferreira, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Arthur Canhada de Albuquerque, UFCSPA, Porto alegre, Rio Grande do Sul, Brazil; César Augusto dos Santos Vieira, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Luísa Riva Cordeiro, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Lara Feliciano Potrich, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Samira Ferreira da Cunha, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Amanda Almeida Barcelos Carlos, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Eduardo Bardemaker Dal Paz, Universidade Federal de Ciências da Saúde de Porto Alegre (UFCSPA), Porto Alegre, Rio Grande do Sul, Brazil; Mathias Parussolo Boniati, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Ryan Rocha. Fleischer, Universidade Federal de Ciências da Saúde de Porto Alegre, Eldorado do Sul, Rio Grande do Sul, Brazil; Júlia Massignan Madalozzo, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Letícia Goulart Alvarenga, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Ana Paula Goularte Cardoso, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Pablo H. Heringer Bernardino, Universidade Federal de Ciências da Saúde de Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil; Vinicius Maffacioli, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Rebecca Marques Martins Lima de Oliveira, Universidade Federal de Ciências da Saúde de Porto Alegre (UFCSPA), Porto Alegre, Rio Grande do Sul, Brazil; Henrique da Rocha Froncheti, UFCSPA, Porto Alegre, Rio Grande do Sul, Brazil; Antônio Rogério P. T.. Crespo, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Rio Grande do Sul, Brazil

Background: Schools, where most unintentional injuries among children and adolescents occur, are key settings for preventive actions. In Brazil, basic First Aid (FA) training is mandatory for education professionals, yet adherence remains low. Unintentional injuries remain a major cause of morbidity and mortality in this population, while early exposure to FA enhances knowledge and confidence in emergency response. Promoting FA education within the school community can strengthen responses, improve safety awareness, and foster a lasting culture of prevention.

Objective: To empower a public school community in southern Brazil to recognize and manage emergencies, and to evaluate the effectiveness of a structured FA program in improving knowledge and self-perceived preparedness.

Design/Methods: Interventions were carried out in four public schools through hands-on workshops for 4th-9th grade students and teachers, covering common pediatric emergencies such as choking, bleeding, burns, syncope, and drowning. A quasi-experimental pre-post study was used, with participants completing a standardized test and a self-perception questionnaire before and after the sessions. Knowledge gain was analyzed using paired t-tests, and changes in self-perceived preparedness with the Chi-square test.

Results: Students (n=212, 8-17 years) showed a significant improvement in performance from pre- to post-test (p < 0.001), with an average gain of 2.10 points (14% increase in correct responses). The effect size was large (Cohen's d=0.978), indicating a strong learning impact. Self-perceived preparedness also changed significantly (χ²=34.30; p< 0.001): initially, 33.2% felt prepared, 51.7% "somewhat prepared," and 15.2% unprepared; afterward, it changed to 59.9%, 35.4%, and 4.7%, respectively. Among teachers (n=41), there was an average gain of 2.27 points between tests (22.7% increase), also significant with a large effect size (p < 0.001; d=1.22), confirming a substantial positive impact on educators' knowledge.

Conclusion(s): A structured, school-based FA program led to meaningful gains in cognitive performance and self-perceived preparedness outcomes. These results highlight the potential of incorporating FA education into schools as a sustainable, low-cost, and high-impact public health strategy. Equipping students and educators with essential life-saving skills enhances immediate response capacity and reinforces schools as multipliers of FA preparedness. Expanding such initiatives can bridge the gap between legislation and practice, ultimately contributing to safer educational environments and a more empowered and prepared youth population.

Change in self-perceived preparedness before and after the First Aid workshops.
Proportion of students (n = 212) reporting feeling prepared, somewhat prepared, or unprepared to manage emergencies before (Pre-Test) and after (Post-Test) participation in the school-based First Aid program. There was a significant improvement in self-perceived preparedness following the intervention (χ² = 34.30; p < 0.001).

Improvement in First Aid knowledge among students after the workshops.
Mean pre- and post-test scores of students (n = 212) increased significantly (+2.10 points; p < 0.001; Cohen's d = 0.978).

Improvement in First Aid knowledge among teachers after the workshops.
Mean pre- and post-test scores of teachers (n = 41) showed significant improvement (+2.27 points; p < 0.001; Cohen's d = 1.22).