Introduction:

traumatic lesions of the teeth often occur in the school environment. However, teachers are not prepared to provide adequate management in this situation.

Objective:

to assess the effectiveness of an educative strategy on knowledge of dental trauma in primary teachers and pedagogical assistants.

Materials and methods:

a quasi-experimental study of educational intervention type was carried out. The universe were 37 primary teachers and pedagogical assistants from the primary school Juan Lefont Acosta, whose level of knowledge before and after intervention were assessed. The variable level of knowledge on dental trauma was used. The information was processed in an automated way. The data obtained were shown in tables.

Results:

when applying the survey, 86.5 % of the teachers and pedagogical assistants did not have adequate knowledge on dental trauma in children; 97.3 % were unaware of the consequences, and 2.7 % did know what to do in the face of these events. After the intervention, there was evidence of an increase of the level of knowledge on the topics addressed, because 91.8 % of the enquired persons showed the knowledge to deal with these accidents.

Conclusions:

the applied educative intervention was effective, achieving a notable increase of the level of knowledge of the teachers and pedagogical assistants on dental trauma.

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