ABSTRACT:
Background- Following a fatal school choking incident in 2017, Brazil enacted the Lucas Law (1) mandating first-aid training for education staff. This study examined how these trainings contribute to the professional qualification of early childhood and primary school teachers and to safer school environments. Methods- An integrative literature review was conducted using Brazilian studies (2020–2025) addressing first-aid training within the Lucas Law framework. Twelve articles met inclusion criteria and were thematically synthesized. Results- Evidence shows the Lucas Law expands teachers’ professional scope, integrating emergency-response skills into school routines (2,3,4). Studies demonstrated significant improvement in teachers’ knowledge after training, despite persistent insecurity in performing techniques (5,6,7). The law promotes a preventive safety culture (3,8). Implementation challenges include insufficient training time, regulatory gaps, and fear of incorrect execution (2,7,9). Baseline assessments revealed limited prior knowledge and low training coverage, reinforcing the need for ongoing education (10,11). Conclusions- Lucas Law based training improves teachers’ first-aid knowledge and preparedness, though continued hands-on training is necessary to strengthen confidence. The law addresses a real need and is essential for creating safer school environments.