Evaluation Of Knowledge And Attitude On Emergency Management Of Traumatic Dental Injury Among Teachers Of Puducherry School- A Questionairre Study

Abstract

Background:
Traumatic dental injuries (TDIs) are a significant public health concern among children and adolescents, with schools being a frequent setting for such incidents. Teachers, as first responders during school hours, play a crucial role in providing immediate care. However, evidence suggests that their knowledge of emergency dental trauma management is often limited, particularly in cases of tooth avulsion.

Aim:
To assess the knowledge and attitudes of high school teachers in Puducherry, India, regarding the emergency management of traumatic dental injuries.

Materials and Methods:

A cross-sectional questionnaire-based study was conducted from January to March 2025 among 280 high school teachers randomly selected from 30 government schools in urban and rural Puducherry. Data were collected using a validated, self-administered questionnaire consisting of 15 items assessing knowledge and attitudes on emergency management of dental trauma. Responses were recorded on a five-point Likert scale. Data were entered in Microsoft Excel and analyzed using SPSS version 20.0, with descriptive statistics presented as frequencies and percentages.

Results:
Of the 280 participants, 60.0% were female, and 35.0% belonged to the 30–39 year age group. While 83.5% agreed that dental trauma commonly occurs on school playgrounds and 87.5% recognized its psychological impact, only 43.9% were aware that an avulsed tooth could be reimplanted. A majority (90.4%) emphasized the need for teacher training in emergency dental trauma management, and 96.4% expressed willingness to learn more. Furthermore, 95.7% were ready to spread awareness among parents, and 93.9% indicated that they would refer children for prompt dental care in case of emergencies.

Conclusion:
High school teachers in Puducherry demonstrated a positive attitude toward emergency dental trauma management but lacked adequate knowledge regarding critical aspects such as avulsion and reimplantation. These findings underscore the urgent need for structured, context-specific training programs to strengthen first-response capacity in schools and improve treatment outcomes for children sustaining TDIs.