Shakes, Drops & Teacher Superpowers: Handling Seizures and Emergencies in Your Classroom - post

When medical emergencies occur in early childhood settings, a calm, informed response can mitigate risk and support the child’s immediate needs. Seizures, allergic reactions, and other acute events require current, individualized health information, clearly delineated staff responsibilities, and protocols that facilitate a coordinated response. Ensure all #staff are trained on seizure first aid and general medical #emergency-response. AIDCpr.com’s First Aid & CPR Blended Course Buy Now $85.00$80.00 or First Aid and CPR Course Buy Now $95.00 will help prepare you.

What Is a Seizure, and When Should I Be Concerned?

A seizure is caused by abnormal electrical activity in the brain. Pediatric seizures come in many forms:

• Some are obvious, like generalized tonic-clonic (stiffening & jerking of the body).

• Others are more subtle: blank staring, slight twitching, or temporary loss of awareness.

• Causes range from epilepsy, fever (febrile seizures), head injury, metabolic issues, or unknown triggers. 

You should always be more alert if:

• It’s the child’s first known seizure.

• The seizure lasts longer than 5 minutes. 

• There are multiple seizures one after another without recovery.

• There’s difficulty breathing, or the child is blue, injured, or in water.

• The child does not regain awareness after it ends. 

How Should I Respond During a Seizure or Other Medical Emergency in Class?

The following sequence provides caregivers with a structured framework for responding to a seizure and prioritizing immediate safety:

1. Remain calm and stay with the child — your presence is essential. 

2. Ensure #safety: remove nearby hazards (hard furniture, sharp edges), gently guide them to the floor if they are standing. Cushion their head. Loosen tight clothing. 

3. Turn them on their side (recovery position) to help keep the airway clear, especially if they vomit or saliva builds up.

4. Time the seizure — note when it starts and how long it lasts. This helps determine when emergency services should be called. For broader response guidance, review how child care providers can recognize and respond to childhood medical emergencies.

5. What not to do:

   • Don’t restrain the child. 

   • Don’t put anything in their mouth. 

   • Don’t try to force awaken them or give food/drink until they are fully alert.

6. After the seizure: support the child's recovery in a quiet, safe place, provide reassurance, assess for injuries, and notify #parents/guardians. Document the event. 

How Can Programs Prepare and Practice Before an Emergency?

Advance planning strengthens emergency preparedness by standardizing procedures, delineating staff responsibilities, and ensuring timely access to child-specific information.

• Develop and keep on file a Seizure Action Plan for any child with known seizures. Include what a typical seizure looks like for them, rescue medication if prescribed, when to call 911, etc.

• Maintain easily accessible copies of the First Aid for Seizures Info Sheet so everyone knows the basic steps. Check this resource: First Aid for Seizures Info Sheet Buy Now $0.00 ChildCare Education Buy Now $0.00

• Include emergency protocols for other medical emergencies, such as injury, choking, and allergic reactions, so roles and responses are clear. See guidance on food safety and allergy management in preschool classrooms when reviewing allergy procedures. For a broad view, see “Common Childhood Emergencies and How to Handle Them: A First Aid Primer”. Staff can also use first-aid scenarios for child care staff to discuss and rehearse response decisions.

How Can Staff Coordinate Roles and Document What Happened?

During an emergency, one adult should remain with the child while another calls emergency services when indicated, brings the child's action plan and any prescribed rescue medication, and supervises the other children. If staffing does not permit a second adult to leave, follow the program's emergency procedures and request help without leaving children unsupervised. Assigning roles in advance reduces uncertainty and helps maintain supervision.

After the immediate response, record objective observations: the start and end time, the child's movements and responsiveness, breathing or visible injury, actions taken, medication given under the child's plan, and the time emergency services or family were contacted. Distinguish what staff directly observed from what others reported. Notify the family according to program policy, protect the child's privacy, and share the record only with people who need the information for care or required reporting.

Review the response with the appropriate supervisor and family, and update the child's written plan when relevant information changes. A plan should identify the child's usual seizure presentation, individualized response instructions, emergency contacts, and where authorized medication is stored. Staff should follow the written plan and applicable program procedures rather than improvising treatment.

When Should I Call Emergency Services?

You should call 911 (or your local emergency number) when:

• The seizure lasts more than 5 minutes. 

• There are repeated seizures back-to-back without full recovery.

• The child has trouble breathing, turns blue, or there is injury.

• It’s the first time the child is having a seizure.

• The child doesn’t regain awareness.

When the child's condition or written plan indicates emergency evaluation, call 911; if the situation is uncertain, follow program procedures and seek emergency assistance.

How Can Programs Prepare and Practice Before an Emergency?

Preparation is more reliable when staff can locate the plan and explain their roles without searching during a crisis. Keep current emergency contacts and child-specific instructions accessible to authorized staff, including substitutes who may supervise the child. Confirm that staff know how to summon help, where emergency supplies are kept, and how the rest of the group will remain supervised if one child needs immediate attention.

Practice scenarios during staff meetings: one person stays with the child, another contacts emergency services when appropriate, and another maintains classroom supervision. After each exercise, identify any confusion about communication, access to the written plan, or coverage for the other children. Revise procedures and repeat practice when staffing, room arrangements, or a child's needs change. Training can support preparedness, but staff should verify course suitability and any required qualifications with their employer or licensing authority.

Why Do Training and Preparedness Matter?

• Although witnessing a seizure can be distressing, the immediate response should prioritize the child's safety and follow the individualized action plan. Restraining the child, placing objects in the child's mouth, or delaying indicated emergency assistance may increase risk. 

• Staff confidence supports coordinated action and can reduce confusion. To review how pediatric first aid skills can be maintained, read whether teachers' pediatric first-aid skills are current.

• Clear policies, individualized action plans, and prepared caregivers can help families feel more confident about the program's response.

What Practical Next Steps Can Caregivers Take?

• Enroll in the First Aid & CPR Blended Course at AIDCpr.com to combine online learning and hands-on practice. If you need BLS specifically, AidCPR also offers a fast, blended BLS certification that combines online training with a convenient skills check — see AidCPR's blended BLS certification for details.

• Or choose the full hands-on First Aid and CPR Course to develop practical emergency-response skills. For more on why these skills matter in child care, see why child care providers should get CPR and first-aid training.

• Review and post in your #classroom the First Aid for Seizures Info Sheet Buy Now $0.00 so all staff and substitutes can see it.

• Use resources like the article on “Common Childhood Emergencies” linked above to expand your emergency plans beyond seizures.

Summary: What Should Caregivers Remember?

In a seizure, stay with the child, reduce nearby hazards, time the episode, and follow the child's written plan. Do not restrain the child or place anything in the mouth. Call emergency services when the situation meets the child's plan or emergency criteria, and ensure the rest of the group remains supervised. Afterward, document what staff observed, notify the family according to program procedures, and review whether the plan or team practice needs updating. Preparation, clear roles, and appropriate training help caregivers respond in a calm, coordinated manner.

If you found this article useful, please follow AIDCpr.com on social media for more #classroom-safety tips, training updates, and medical emergency guides. Together, we help children stay safe, calm, and cared for—even when the unexpected happens.