Primary school teachers’ knowledge and attitude towards dental trauma in Sebha City, Libya: "A cross-sectional study”.

Abstract

Background: The prevalence of traumatic dental injury among primary school children is between 10 – 15 % worldwide. Considering the amount of time children usually spend at school, teachers can provide crucial immediate care and support as first aid responders. Aims: The aim of this study is to evaluate the knowledge and attitude of primary school teachers towards dental trauma and identify any gaps in their knowledge. Methods and materials: This is a descriptive cross-sectional study that included 256 public primary school teachers in the city of Sebha, Libya. Data were collected using a self-administered questionnaire, adapted from previous research and translated to Arabic. The questionnaire covered demographic data; perceived knowledge (overall understanding of trauma, dentition, and broken/avulsed teeth); actual knowledge (reaction to crown fracture and avulsion); and attitude towards traumatic dental injuries. Result: The study included 256 participants, predominantly female (90.6%), with a mean age of 41.76 years. While teachers’ decent basic dental knowledge (92.8% knew anterior teeth are most affected, and 77.3% believed an immediate dentist visit is necessary). 49.4% confused permanent with primary teeth in a 9-year-old's fracture, 36.9% opted to remove the tooth, and 34.3% would dispose of an avulsed tooth. A substantial portion (41.2%) did not know the proper storage medium for an avulsed tooth. Although the participants recognized dental trauma as an emergency (90.8%), almost all of them (90.8%) believe it’s the responsibility of dental professionals. In contrast, 89.8% believe it is a teacher education priority. Conclusion: The study highlights a notable lack of actual knowledge regarding immediate management of dental trauma among primary school teachers in Seba city, Libya. Handling preserving methods of the traumatised teeth are still incompletely understood.