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Background <p>Dental trauma, common in childhood, can affect primary teeth and impact the development of permanent dentition. Since many incidents occur at school, it is crucial for school professionals to be prepared for emergency management and prompt referral to a dentist to ensure favorable outcomes. The aim of this study was to assess schoolteachers’ knowledge and preparedness regarding the emergency management of dental trauma in public schools located in the Jequitinhonha Valley, Minas Gerais, Brazil.</p> Methods <p>A descriptive cross-sectional study was conducted using a structured questionnaire administered during an educational outreach activity. The study included public schools participating in the Universidade nas Comunidades programme across seven municipalities in the Jequitinhonha Valley. The questionnaire comprised two sections: one assessing baseline knowledge of dental trauma management and another evaluating teachers’ perceptions of the educational activity. Self-reported preparedness and accuracy of responses regarding immediate conduct, tooth replantation, and storage of avulsed teeth were analysed. Associations between prior training and perceived preparedness were examined.</p> Results <p>A total of 130 schoolteachers from early childhood and primary education participated. Although most respondents (86.9%) reported previous involvement in oral health education initiatives, only 2.3% indicated that dental trauma had been addressed. Overall, 88.5% did not feel prepared to manage a dental trauma emergency. Correct responses were observed in 80.8% of participants regarding immediate conduct, 6.2% regarding replantation of avulsed permanent teeth, and 29.2% regarding appropriate tooth storage. Prior training, although uncommon, was significantly associated with greater perceived preparedness (<i>p</i> = 0.001). The educational activity was positively evaluated by participants.</p> Conclusion <p>Schoolteachers demonstrated limited knowledge regarding the emergency management of dental trauma, particularly concerning avulsion-related procedures. The findings highlight the need to systematically incorporate dental trauma management into school-based health education and continuing teacher training programmes, especially in socioeconomically vulnerable regions, to strengthen early response and improve oral health outcomes.</p>

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Teachers’ perceptions of dental trauma in schools from the Jequitinhonha Valley, Minas Gerais State, Brazil: a cross-sectional study

  • 期刊论文

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  • 发表日期：

    2026年7月31日

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  • Gabriella Salomão de Araújo,
  • Ana Luiza Pimenta Carvalho,
  • Isabelle D’Angelis de Carvalho Ferreira,
  • Olga Dumont Flecha,
  • Paula Cristina Pelli Paiva,
  • Brender Leonan-Silva

摘要

Background

Dental trauma, common in childhood, can affect primary teeth and impact the development of permanent dentition. Since many incidents occur at school, it is crucial for school professionals to be prepared for emergency management and prompt referral to a dentist to ensure favorable outcomes. The aim of this study was to assess schoolteachers’ knowledge and preparedness regarding the emergency management of dental trauma in public schools located in the Jequitinhonha Valley, Minas Gerais, Brazil.

Methods

A descriptive cross-sectional study was conducted using a structured questionnaire administered during an educational outreach activity. The study included public schools participating in the Universidade nas Comunidades programme across seven municipalities in the Jequitinhonha Valley. The questionnaire comprised two sections: one assessing baseline knowledge of dental trauma management and another evaluating teachers’ perceptions of the educational activity. Self-reported preparedness and accuracy of responses regarding immediate conduct, tooth replantation, and storage of avulsed teeth were analysed. Associations between prior training and perceived preparedness were examined.

Results

A total of 130 schoolteachers from early childhood and primary education participated. Although most respondents (86.9%) reported previous involvement in oral health education initiatives, only 2.3% indicated that dental trauma had been addressed. Overall, 88.5% did not feel prepared to manage a dental trauma emergency. Correct responses were observed in 80.8% of participants regarding immediate conduct, 6.2% regarding replantation of avulsed permanent teeth, and 29.2% regarding appropriate tooth storage. Prior training, although uncommon, was significantly associated with greater perceived preparedness (p = 0.001). The educational activity was positively evaluated by participants.

Conclusion

Schoolteachers demonstrated limited knowledge regarding the emergency management of dental trauma, particularly concerning avulsion-related procedures. The findings highlight the need to systematically incorporate dental trauma management into school-based health education and continuing teacher training programmes, especially in socioeconomically vulnerable regions, to strengthen early response and improve oral health outcomes.