First aid (FA) is an essential skill that can save lives and reduce the severity of injuries in emergency situations. Although its inclusion in school curricula is widely supported by educational and health authorities, its implementation in primary education remains limited and inconsistent. Schools play a key role in promoting a culture of prevention and response, empowering children to act in emergencies. However, teachers often lack the training, confidence, and resources necessary to teach FA effectively, leading to significant gaps in its delivery.

This study analyzes the perceptions, experiences, and challenges faced by primary school teachers regarding the teaching of FA. An exploratory qualitative study was conducted through structured interviews with 30 in-service teachers from public and private schools across different regions. Participants were selected through purposive sampling to ensure diversity in teaching experience, prior FA training, and school contexts. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using Braun and Clarke’s six-phase framework. This approach enabled a deep and systematic identification of patterns, categories, and unique perspectives from participants’ narratives.

The novelty of this study lies in placing teachers at the center of FA implementation—a perspective rarely explored in the literature. While most existing research focuses on student outcomes or general curriculum guidelines, this study highlights the real-world barriers teachers face when addressing FA in the classroom. By foregrounding the teacher's role, it offers original insight into how FA education can be more effectively embedded in primary education.

Findings show a wide range of FA knowledge among teachers, from those with formal certification to others with no training. Despite their varied backgrounds, all participants agreed on the importance of teaching FA in primary education. The most frequently reported barriers include the absence of FA content in teacher education programs, limited access to materials (e.g., mannequins, first-aid kits), lack of appropriate space for hands-on activities, insufficient time in the school schedule, and low institutional prioritization. Some teachers also expressed concern about their own competence and a fear of giving incorrect information or acting improperly in emergencies.

Teachers proposed several strategies to address these challenges: mandatory FA training during initial teacher education, regular professional development sessions, interactive workshops and school simulations, partnerships with healthcare professionals, and increased investment in teaching materials. Participants also emphasized the need for education authorities to integrate FA as a formal and essential component of the national curriculum.

In conclusion, this study addresses a critical gap in the literature by amplifying teachers’ voices and emphasizing the urgent need to strengthen FA education through better training, institutional support, and curricular reform. Supporting teachers in this task is essential to ensure that all students develop the knowledge and confidence to act effectively in emergency situations—contributing to the creation of safer and more resilient school communities.

Keywords: Emergency preparedness, health education, curriculum development, educational policy, school safety.