Knowledge of Fracture First Aid Among Secondary School Teachers in Kaduna State

Secondary school teachers are frontline responders during student injuries, making their knowledge of appropriate first aid for fractures critical to preventing secondary injury and disability. This cross-sectional descriptive study assesses the level of knowledge and practice of fracture first aid among secondary school teachers in Kaduna State, North West Nigeria. A structured self-administered questionnaire will be distributed to 300 teachers across rural and urban public secondary schools in three local government areas. The instrument will test knowledge of fracture recognition, immobilisation principles, appropriate referral, and contraindicated practices such as forceful manipulation. Correct response rates will be tabulated and associations between knowledge scores and teacher training background, years of experience, and prior first aid exposure analysed using binary logistic regression. The study hypothesises that fewer than 40 percent of respondents will demonstrate adequate fracture first aid knowledge. Findings will be communicated to the Kaduna State Universal Basic Education Board (SUBEB) and the State Emergency Management Agency (SEMA) to support mandatory first aid training for school staff. A standardised fracture first aid training curriculum for teachers in Kaduna State is a proposed output of this research. Improving school-level trauma response capacity is an important, low-cost public health strategy for reducing orthopaedic morbidity among young Nigerians. Keywords: fracture first aid, teachers, school health, Kaduna, trauma knowledge.