Should Schools Teach Students What to Do During an Emergency?

Emergency Training in schools is an important aspect of education that deserves more attention. Schools teach students mathematics, science, languages and other academic subjects, but how many students know what to do when an emergency occurs?

Imagine a student witnessing a classmate suddenly collapse, a fire breaking out in a nearby building or a serious accident occurring on the way to school. Would the student know how to respond, who to contact or what actions to avoid?

Emergencies can happen at school, at home, on the road or in public places. Although adults and trained professionals may take responsibility for handling serious situations, students can also benefit from knowing how to respond safely.

This raises an important question: Should schools teach emergency preparedness as part of their regular education programmes?

Why Emergency Training Matters

An emergency can occur without warning. In such situations, people may panic, make unsafe decisions or lose valuable time because they do not know what to do.

Teaching students basic emergency preparedness can help them recognise danger, seek assistance and follow safety instructions.

The goal is not to turn students into emergency responders. Instead, it is to equip them with the knowledge to protect themselves, alert responsible adults and avoid making a dangerous situation worse.

Should Every Student Learn Basic First Aid?

First aid is the immediate assistance provided to someone who is injured or suddenly becomes ill before professional medical care is available.

Students may witness situations such as minor injuries, fainting, burns or other medical emergencies.

Age-appropriate first-aid education can teach them how to seek help, keep themselves safe and provide simple assistance within their training.

Older students could receive practical instruction from qualified first-aid trainers. Any hands-on training should be supervised, and students should understand the limits of what they can safely do.

For example, a student who sees someone collapse should alert a teacher or another responsible adult and contact emergency services when appropriate. They should not attempt a procedure they have not been trained to perform.

What Should Students Do During a Fire?

Fire safety is another important area of emergency education.

Students should know how to recognise a fire alarm, follow evacuation instructions, use designated escape routes and move to a safe assembly point.

They should also understand why they must not return to a burning building to collect books, phones or other belongings.

Schools can organise supervised fire drills to help students practise evacuation procedures before a real emergency occurs.

These exercises should be explained properly so that students understand their purpose rather than treating them as ordinary school activities.

Teaching Students How to Respond to Accidents

Accidents can occur in classrooms, laboratories, workshops, playgrounds and during school activities.

Students should understand the importance of reporting injuries immediately and avoiding actions that could put themselves or others at risk.

For example, if an accident occurs in a science laboratory, students should alert the teacher and follow the laboratory’s safety procedures rather than attempting to handle an unknown chemical.

In road accidents, students should avoid entering dangerous traffic or approaching hazardous scenes. They should seek help from responsible adults and emergency services.

Should Students Learn How to Contact Emergency Services?

Knowing whom to contact during an emergency can make a difference.

Students should be taught how to explain what has happened, describe their location as accurately as possible and provide relevant information without exaggeration.

They should also understand that emergency numbers are for genuine emergencies and must not be used as a joke.

In Ghana, students can learn about the appropriate use of emergency services, including the national emergency number, 112. Schools should ensure that safety information remains current and that students know how to access help in their communities.

What About Emergencies at Home?

Emergency education should not end when students leave school.

At home, children may encounter situations involving electrical hazards, gas leaks, kitchen fires, injuries or other dangers.

They should learn when to move away from danger, when to alert an adult and when to seek professional assistance.

Younger children need simple instructions suited to their age, while older students can learn more detailed safety procedures.

The emphasis should be on recognising danger and getting appropriate help rather than expecting children to manage serious emergencies independently.

Should Schools Teach Water Safety?

Water safety is particularly important for students who live near rivers, lakes, beaches or other bodies of water.

Students should understand that entering dangerous water to rescue someone can put both people at risk.

They can be taught to raise the alarm, call for help and follow appropriate safety guidance rather than attempting an untrained rescue.

Schools may also work with qualified instructors to provide age-appropriate water-safety education where facilities and resources permit.

Emergency Preparedness and Mental Readiness

Emergencies can be frightening, and panic may affect people’s ability to make decisions.

Students can benefit from learning simple ways to respond calmly, listen to instructions and focus on reaching safety.

However, schools should not suggest that everyone will react perfectly during a crisis. Fear is a normal response to danger.

The aim is to provide students with enough preparation to recognise basic procedures and make safer decisions under pressure.

Should Emergency Training Be Compulsory?

One argument for compulsory emergency education is that every student deserves access to basic safety knowledge, regardless of their background or the school they attend.

If the training is optional, some students may miss information that could be useful in an emergency.

However, schools must consider available resources, instructor qualifications, teaching time and students’ ages.

A practical approach could involve compulsory basic safety lessons for all students, with more advanced training offered according to age, school facilities and professional guidance.

The Role of Teachers and School Authorities

Schools have a responsibility to establish clear safety procedures and ensure students know how to follow them.

Teachers and school authorities can:

Organise age-appropriate safety lessons.

Conduct supervised evacuation drills.

Explain emergency exits and assembly points.

Ensure first-aid supplies are appropriately maintained.

Identify staff responsible for emergency coordination.

Teach students how to report hazards.

Review procedures after drills or incidents.

Emergency preparedness should be part of a school’s broader safety plan, not simply a lesson delivered once and forgotten.

The Role of Parents and Guardians

Parents and guardians can reinforce safety lessons at home.

They can help children memorise important contact details, identify trusted adults and understand what to do if they become separated from their family.

Families can also discuss household hazards and agree on safe meeting points where appropriate.

When schools and families teach consistent safety practices, students may find it easier to remember what to do.

Some emergency-preparedness lessons require specialised equipment or qualified trainers, particularly for practical first aid and fire-safety instruction.

However, many foundational lessons can be taught through classroom discussions, demonstrations, safety posters, supervised drills and scenario-based exercises.

Schools could also invite firefighters, healthcare professionals, first-aid trainers and other qualified personnel to support their programmes.

Where resources are limited, schools can begin with basic emergency procedures and gradually expand their training.

How Often Should Students Practise?

A single lesson may not be enough for students to remember procedures when they need them.

Schools should revisit emergency instructions periodically and conduct appropriate drills according to safety guidance.

Teachers can also use short scenarios to help students practise identifying hazards, deciding whom to alert and choosing safe actions.

Exercises should be carefully planned so they do not expose students to unnecessary risks or cause avoidable distress.

In Ghana, students attend schools with different facilities, resources and surrounding environments.

Some schools may be close to busy roads, markets, workshops, rivers or other locations where particular safety risks need attention.

Schools should assess their own circumstances and teach students about relevant hazards without creating unnecessary fear.

Basic emergency education could help students understand school evacuation procedures, road safety, medical emergencies and the importance of seeking assistance from appropriate authorities.

The programme should also account for students with disabilities or other needs that may affect how they receive warnings or evacuate safely.

What Challenges Could Schools Face?

Introducing emergency-preparedness education may present several challenges.

Limited resources: Some schools may lack equipment or access to qualified trainers.

Teaching time: Schools must fit safety lessons into an already busy curriculum.

Training quality: Incorrect demonstrations or outdated advice could put students at risk.

Age differences: A procedure suitable for an older student may not be appropriate for a younger child.

Fear and anxiety: Poorly managed drills may frighten students instead of preparing them.

These challenges can be addressed through proper planning, qualified instruction, age-appropriate teaching and coordination with relevant safety professionals.

Emergency Training Is a Life Skill

Academic knowledge is important, but students also need practical skills that help them navigate everyday life.

Knowing how to recognise danger, follow instructions, report an emergency and seek appropriate assistance can be valuable long after a student leaves school.

Emergency education should not create the expectation that children must solve dangerous situations themselves. Rather, it should help them understand when to act, when to move away and when to call for help.

Conclusion

Emergency preparedness in schools should be considered an important part of student safety and practical education.

Students may never encounter some emergencies discussed in class, but knowing the correct procedures can help them respond more safely if a situation occurs.

Schools can teach basic first aid, fire evacuation, hazard awareness and emergency communication through age-appropriate lessons and supervised exercises.

The important question is whether emergency preparedness should remain an occasional school activity or become a regular part of what every student learns.