A student experiencing a seizure results from a temporary disruption of electrical activity in the brain. Seizures can manifest in many different ways, from a brief stare to full-body convulsions. Knowing how to respond calmly and correctly is essential for student safety and well-being. This guide provides immediate, practical steps for educators and school personnel to manage a seizure event and ensure a safe recovery.
Immediate Response: Safety Actions During Seizure Activity
The immediate response to a student having a seizure must focus on protecting them from injury while the episode runs its course. Start timing the seizure immediately, as its duration is a significant factor in determining the need for emergency services. Most seizures last between 30 seconds and two minutes, but timing is the only way to know if the event is prolonged.
If the student is experiencing a convulsive seizure, gently ease them to the floor if they are not already down. Quickly clear the area of any hard, sharp, or restrictive objects, such as desks or chairs, to create a safe space around the student. Place something soft and flat, like a folded jacket or small pillow, under their head to cushion it from the hard surface and reduce the risk of head injury.
Gently turn the student onto one side into the recovery position. This action allows saliva or vomit to drain from the mouth, keeping the airway clear and helping to prevent choking. Loosen any tight clothing around their neck, such as a tie or collar, that might restrict breathing.
Do not restrain the student or hold them down; this will not stop the seizure and can cause injury. Never attempt to put anything into the student’s mouth, including fingers or objects. Contrary to common belief, a person cannot swallow their tongue during a seizure, and intervention can cause severe injury to the teeth, jaw, or the rescuer’s hand.
Post-Seizure Recovery and Comfort Measures
Care immediately shifts to monitoring and comfort once the active, involuntary movements of the seizure have stopped. The student should remain in the recovery position, resting on their side, until they regain full consciousness. Continue to monitor their breathing and observe the color of their skin and lips; if breathing seems absent or severely compromised, initiate emergency procedures.
The period immediately following a seizure, known as the post-ictal phase, is marked by altered brain activity. The student will likely be confused, drowsy, or momentarily unaware of their surroundings. Gently speak to the student in a calm, reassuring voice to help reorient them, explaining simply what has happened. Allow the student to rest quietly, as fatigue is a common symptom in this recovery period.
Do not offer the student anything to eat or drink until they are fully alert and oriented, as the risk of choking is high while their swallowing reflex is still impaired. If the student experienced a loss of bladder or bowel control, address the situation with discretion and privacy. Detailed documentation is necessary after the event, noting the exact time the seizure started and ended, the type of movements observed, and the student’s behavior during the recovery phase.
School Planning and Emergency Escalation
The school must have clear protocols for when a seizure event requires immediate professional medical transport via emergency services. A primary trigger for calling 911 is a seizure that lasts longer than five minutes. Emergency services must also be called if the student has a second seizure shortly after the first without fully recovering consciousness, or if they experience significant difficulty breathing after the seizure ends.
Other scenarios that mandate an immediate call for medical help include the event occurring in water, if the student sustains a serious injury during the seizure, or if the seizure is the very first one witnessed in that student. Following any seizure, the designated school administrator and the student’s parents or guardians must be contacted immediately to communicate the event and the actions taken.
Effective seizure management relies heavily on pre-planning, often through an Individualized Healthcare Plan (IHP) or a Seizure Action Plan (SAP) developed by the student’s physician. The SAP provides staff with student-specific details, including the typical appearance and duration of their seizures, known triggers, and clear instructions for emergency medication administration, if prescribed. Knowing the location of these rescue medications and having trained personnel available is a proactive safety measure that can reduce the risk of a prolonged seizure emergency.