Background: Medical emergencies in schools require rapid and effective intervention, with teachers typically serving as first responders. However, inadequacies in first-aid expertise among school staff may threaten student safety. This study assesses the first-aid knowledge and attitudes of teachers and administrators in Jeddah, Saudi Arabia, to identify areas for improvement and inform policy recommendations. Methods: A cross-sectional survey was conducted among 367 school workers (220 female, 147 male) among public, private, and international schools in Jeddah. A validated bilingual questionnaire assessed participants’ knowledge and attitudes about addressing common school emergencies, including diabetes, epilepsy, and injuries. Descriptive and inferential statistics were used for analysis. Results: While 98.9% of participants were familiar with first-aid concepts, only 49.3% had formal training. Knowledge was strongest in diabetes management (86.1% recognized hyperglycemia risks; 97% knew insulin is administered) but inadequate in epilepsy care (64.3% incorrectly believed seizures always necessitate hospitalization) and injury response (only 45.2% correctly identified improper ankle sprain care). Notably, 46.9% expressed uncertainty about their first-aid skills, and 98.6% advocated for required training. Conclusion: Despite the widespread awareness, important gaps in practical first-aid knowledge continue among Jeddah’s school staff, underlining the necessity for regular, recurrent training programs. Policymakers should prioritize required first-aid instruction to improve emergency readiness and student safety

Keywords: School, emergency, first aid, knowledge, attitude, teachers.