Evaluating Teachers' Knowledge and Attitude toward Food Allergy and Anaphylaxis in Rabigh Elementary Schools: A Simulation-Based Questionnaire Study

Background: Simulation-based learning is an effective tool for educating teachers and school staff about anaphylaxis. This study aimed to assess knowledge and attitudes toward food allergy and anaphylaxis policies and protocols in schools for the management of severe allergic reactions. Materials and Methods: This study employed a simulation-based education approach, focusing on a case scenario conducted in elementary schools in Rabigh, targeting teachers and staff from randomly selected elementary schools. Pre- and post-simulation knowledge and attitude assessments were performed using pre- and post-questionnaires. Responses were measured using frequencies and percentages. The Fisher Exact test was used to compare the knowledge before and after the simulation. Results: A total of 101 participants from six elementary schools were included in the study. There was a significant increase in the recognition of anaphylaxis symptoms and signs post-intervention, particularly for swelling of the lips, tongue, face, and eyes, as well as shortness of breath (p < 0.001). The simulation intervention had a notable positive impact on participants' attitudes toward the guidelines and protocols for anaphylaxis in their schools, with a lower median score post-simulation compared to pre-simulation (p = 0.001). The proportion of participants who reported being ready to use an epinephrine auto-injector increased substantially from 18.8% before the intervention to 84.5% after the intervention (p = 0.002). Conclusion: Simulation-based education significantly improved teachers' attitudes and knowledge of food allergy and anaphylaxis. Providing additional education and training for school staff, combined with stronger safety policies, can improve schools' preparedness and ensure a safer environment for students with allergy emergencies.