First-Aid in the Classroom: A Day of Lifesaving Skills at CREFOC Mannouba

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Hello, Steemit!

I spent a full day at CREFOC, Centre Régional de l’Éducation et de la Formation Continue in Mannouba, for a hands-on first aid course tailored to teachers and school staff. The aim was simple and essential, help everyone in an educational setting act in the first critical minutes of an emergency so that students and colleagues have the best chance of recovery. Below is a field diary of the day, what we learned, what we practiced, and why this kind of training matters in schools.

The training team began with a core reminder that first aid is not about heroics but about calm, evidence based actions. We reviewed the chain of survival, spot the danger, check responsiveness, call for professional help, start life saving interventions such as the recovery position or CPR, then hand over to emergency services. Every topic was framed for the school environment, crowded corridors, playground incidents, science labs, and sports activities where things can change quickly.

_{Guided drill, positioning a casualty safely on the side while the class observes and takes notes.}

Early in the morning we worked on scene safety and the primary survey. Classrooms have backpacks, chairs, and electrical cords that can turn a stumble into a serious fall. Our instructors walked us through the DRSAB approach, Danger, Response, Shout or Call, Airway, Breathing. We then moved straight into practice, because knowing a checklist is not the same as performing it under pressure. In pairs we took turns as responder and casualty, learning how to talk to a person on the floor, assess breathing, and ask for assistance without leaving the victim alone.

The most repeated drill of the day was the recovery position. It looks simple, yet doing it correctly is a real skill. The maneuver protects the airway of an unconscious but breathing person by placing them on the side with the head slightly tilted and the mouth downward so fluids drain safely. The trainers emphasized gentle movements, avoiding spine twisting, and continuous checks for normal breathing.

_{The instructor verifies head tilt and knee support, small details that keep an airway open and a spine stable.}

Once we were confident with the recovery position we turned to the scenario everyone hopes to avoid but must be ready for, cardiac arrest. With a torso manikin the trainers broke down CPR clearly, hard and fast chest compressions at a steady rhythm and when trained and equipment is available rescue breaths and defibrillation with an AED. The classroom grew quiet as we listened to the rationale. Prompt compressions circulate oxygenated blood to the brain and vital organs, buying precious time until the ambulance arrives.

_{Before the metronome starts, discussing hand placement, depth, and the value of switching rescuers to avoid fatigue.}

We practiced in rotations that focused on quality, elbows locked, shoulders above hands, full chest recoil, and a rhythm that stays consistent, we learned to count out loud, communicate with a partner, and rotate every two minutes to keep compressions effective. The manikin feedback helped us correct classic errors, compressing too shallow, leaning on the chest, or speeding up when tired.

_{Our patient model for the day, sturdy enough to handle dozens of practice cycles.}

Mid day the syllabus shifted from resuscitation to first aid for common school emergencies, one module covered carbon monoxide exposure, a risk that hides in poorly ventilated rooms or near heating equipment. The message was clear, recognize suspicious symptoms such as headache and dizziness, air the room immediately, turn off the suspected source if it is safe, evacuate, and call emergency services. The trainers tied this to practical school scenarios, maintenance rooms, kitchens, or heating restarts after holidays.

_{Key steps if CO poisoning is suspected, ventilate, shut down the source if safe, evacuate, and call for help.}

Another lecture highlighted stroke recognition using the FAST test, Face drooping, Arm weakness, Speech difficulties, Time to call. While stroke is more common in adults, staff and visitors are part of the school community and minutes matter. We were encouraged to treat any sudden neurological deficit as an emergency, keep the person seated comfortably, note the time of onset, and avoid food or drink until paramedics assess swallowing.

_{The FAST mnemonic in action, simple, memorable, and lifesaving.}

All day long the instructors returned to the chain of survival as our anchor. They pushed us to plan ahead, know who calls emergency services, where first aid kits and gloves are kept, and whether our campus has an AED. They also emphasized the emotional side of response, keeping bystanders calm, protecting the person’s dignity, and making clear simple announcements. In a school a composed adult can prevent panic and organize help efficiently.

_{A useful pairing, while the slide summarizes the chain a classmate practices the recovery position one more time.}

What impressed me most was the balance between theory and practice. We never sat for long before we were asked to try a technique, ask questions, or critique a scenario. The room was full of educators, teachers, administrators, and support staff, so the examples were real and relatable, a child who faints during assembly, a sports injury, a chemical splash in a lab, a severe allergic reaction at lunch. The trainers modeled inclusive language and trauma informed care, reminding us to obtain consent when possible and to be mindful of cultural and personal boundaries.

_{Q and A led by the training team, adapting protocols to the pace and constraints of a school day.}

No training day is complete without community. We capped the day with a group picture, tired and a little sweaty from compressions yet clearly more confident. The shared commitment was obvious. We want our schools to be places of learning and safety, which means staying prepared for the unexpected.

_{A proud moment for the cohort, teachers, staff, and trainers united by one goal, safer schools.}

Before we left the facilitators encouraged us to review our school emergency action plan, restock first aid kits, and practice regularly so skills remain fresh. They also reminded us that first aid is a team sport. One person assesses, another calls, a third brings the kit or AED, others manage the space and support students.

_{Looking ahead, where to store equipment, who calls whom, and how to keep the skills alive through drills.}

Why this matters for the educational environment

Schools are uniquely dynamic places. We supervise young people who are still learning risk awareness and we organize sports and science experiments while working in buildings of varying age and ventilation. Quick calm first aid can prevent complications, shorten recovery, and even save a life. After this CREFOC session I left with three convictions.

1. Confidence comes from doing. Repeating the recovery position and compressions built muscle memory I could feel by the final round.
2. Preparation is organizational and personal. First aid kits gloves and signage should be easy to find and roles should be clear. Everyone should know where to meet responding paramedics.
3. Communication is care. Whether comforting a student, delegating tasks, or briefing emergency services, clear words reduce harm.

I am grateful to the instructors for their energy, clarity, and patience, and to the fellow participants for their focus and thoughtful questions. If your school has not yet scheduled a similar course, I highly recommend it. The return on investment is measured in human well being and sometimes in lives saved.

Addresses

Type	Link
Google Maps	Google Maps location for CREFOC Mannouba
SteemAtlas	[//]:# (! steematlas 36.8085078 lat 10.1038599 long d3scr)

This article reflects my experience as a participant in a certified training session. Always follow your local first aid guidelines and the instructions of emergency professionals.

Video of participation: