How the school’s first aid club trained us for emergencies

The first aid club at Baranagore Ramakrishna Mission Ashrama High School began with a simple idea: when something goes wrong, calm and useful action can matter before a doctor or ambulance arrives. For many of us, the club was our first practical lesson in caring for another person under pressure. It turned medical knowledge into habits we could remember in a crowded school corridor, on a playing field, or at home.

We learnt that an emergency is rarely as orderly as a textbook diagram. A student might faint during assembly, a player could twist an ankle, or a younger child might suffer a cut during a game. The first responsibility was to look around, recognise danger, and avoid becoming another casualty. Only then did we approach the injured person, speak clearly, and decide what help was needed.

Those lessons remain relevant for alumni living in Australia. A family in Melbourne may need to respond to a fall before paramedics arrive, while someone in Brisbane may face heat exhaustion during a summer sports event. In a bushfire-prone area, flood zone, surf beach, or busy train station, basic emergency preparedness gives ordinary people a more confident role.

The club also gave us a shared memory of service. We practised together, corrected one another, and learnt that first aid is a form of responsibility rather than a display of bravery. Alumni can continue that spirit by staying connected through BRKM Reunion, where former students share memories, activities, and efforts that support young people in the school community.

Learning to assess danger first

Our earliest drills focused on the scene rather than the injury. Before touching a casualty, we checked for broken glass, live electrical wires, traffic, fire, aggressive animals, or an unstable structure. This pause felt slow when we were eager to help, yet it prevented reckless decisions. The club taught us to call for an adult, move bystanders away, and create enough space to work safely.

We also developed a basic sequence for assessment. Was the person conscious? Were they breathing normally? Were they bleeding heavily? Could they answer simple questions? Speaking to someone in a steady voice helped us gather information and reduced panic. We learnt that a first aider does not need to diagnose every condition; the task is to recognise danger, provide immediate care within our training, and summon professional assistance.

That approach translates directly to Australian emergency practice. A serious incident calls for Triple Zero, or 000, rather than a vague request for someone to “get help”. The caller needs to give the location, describe what happened, follow the operator’s instructions, and keep the phone available. In a large school, shopping centre, or railway station, knowing the exact entrance, platform, oval, or street corner can save valuable time.

The club’s emphasis on clear communication was as important as bandaging. One student could contact a teacher, another could bring the first aid kit, and a third could keep other children back. Dividing tasks reduced confusion and made the response more disciplined.

Practising bleeding, burns and broken bones

Cuts and heavy bleeding were common subjects in our practical sessions. We learnt to use gloves or a clean barrier, apply firm direct pressure, and add another dressing if blood soaked through the first one. Removing a pad that had already begun to clot could make bleeding worse. We also understood that severe bleeding requires urgent medical assistance, even when the wound appears small from a distance.

Burns required a different response. The club taught us to cool a burn with clean, cool running water and to remove nearby jewellery or tight items before swelling developed, provided they were not stuck to the skin. We were warned against applying toothpaste, oil, butter, or other household substances. Those home remedies were familiar in many families, but they could complicate professional treatment.

Fractures and suspected spinal injuries called for restraint rather than improvisation. We did not try to straighten a limb or force someone to stand. We supported the injured person in the position found, controlled bleeding around the wound, and waited for qualified help. A makeshift sling could provide comfort, but it was never an excuse to move someone unnecessarily.

These drills helped us understand the limits of school-level first aid. A first aider is there to preserve life, prevent deterioration, and offer reassurance. In Australia, a well-stocked home kit from a local chemist or pharmacy might include sterile dressings, gloves, triangular bandages, antiseptic wipes, and a cold pack, but equipment does not replace training. Even products bought in a supermarket aisle or from a local market need to be used for their intended purpose.

Building confidence for sudden illness

Fainting taught us to watch, listen, and protect dignity. We cleared space, checked breathing, and made sure the person was not surrounded by a noisy crowd. Once they recovered, we avoided rushing them upright. The club encouraged us to look for warning signs such as ongoing confusion, chest pain, difficulty breathing, weakness on one side, or a failure to regain consciousness. Any serious or unexplained episode required adult supervision and medical help.

We also discussed asthma, allergic reactions, seizures, and diabetic emergencies. We were taught to ask whether the person had a prescribed inhaler, adrenaline autoinjector, or other personal medication, while avoiding the temptation to give unfamiliar tablets. During a seizure, the safe response was to move hard objects away, protect the head, observe the duration, and never restrain the person or place anything in their mouth.

Those memories connect with Australian school and community life. At a cricket oval in Adelaide or a football ground in Perth, heat and dehydration can develop quickly. At a Queensland beach, a surf lifesaving club may provide trained assistance, but bystanders still need to alert lifeguards and follow directions. During a Sydney summer, shade, water, and early recognition of heat illness can prevent a minor problem from becoming life-threatening.

The club also taught emotional first aid. A frightened casualty might speak rapidly, cry, or refuse assistance. We learnt to introduce ourselves, explain what we were doing, and avoid making promises we could not keep. A calm voice and respectful language helped preserve trust. This was especially important when the injured person was younger than us or embarrassed by what had happened.

Making emergency practice memorable

The most effective lessons involved repetition. We wrapped triangular bandages, placed people in the recovery position, checked mock pulses, and carried out role-play exercises until the movements became familiar. Some students acted as casualties while others had to identify the priorities. Mistakes were discussed openly, which made practice feel like a shared learning exercise rather than an examination.

We also learnt the value of a simple emergency plan. Families should know where the first aid kit is kept, who will call 000, how to unlock the front gate, and which medical details matter. In Australia, households in bushfire regions may also keep a battery radio, torch, spare water, copies of medications, and a plan for pets. A plan cannot remove every risk, but it reduces the hesitation that often follows a sudden alarm.

The club made us question the difference between dramatic entertainment and real emergency care. Films often show characters performing impossible rescues, using one dramatic gesture to cure serious injuries, or ignoring safety while rushing into danger. Comparing those scenes with our careful drills became an amusing way to remember that real first aid depends on assessment and patience. Even a casual discussion of a horror film list can open a useful conversation about which emergency scenes are realistic and which belong purely to fiction.

Our instructors also stressed consent and privacy. We should ask permission where possible, avoid photographing an injured person, and never share distressing details as gossip. That principle is increasingly important when a phone can record an incident within seconds. Helping someone means protecting their dignity as well as their physical safety.

Carrying the lessons into alumni life

Looking back, the first aid club prepared us for much more than school accidents. It taught situational awareness, teamwork, clear speech, and respect for trained medical professionals. We learnt to replace panic with a sequence: check the scene, assess the person, call for help, provide appropriate care, and continue observing until assistance arrives.

Those habits can be refreshed at any age. Alumni in Australia may choose a recognised course through organisations such as St John Ambulance Australia, the Australian Red Cross, or a community training provider. Workplace requirements, sports clubs, childcare settings, and volunteer groups often provide useful opportunities to renew CPR and first aid skills. A refresher matters because confidence fades when practical actions are not rehearsed.

The school’s wider service tradition gives these skills a deeper meaning. Supporting disadvantaged and meritorious students through educational materials, a study centre, medical camps, competitions, and donations reflects the same belief that practical care belongs to the whole community. First aid began as a club activity, yet its real lesson was collective responsibility.

For former students, remembering those sessions is a way of honouring the teachers and classmates who made them possible. The bandages may have been simple, and the practice scenarios may now seem distant, but the principles remain steady: protect life, stay composed, seek qualified help, and treat every person with kindness. That is the lasting training the club gave us.