Abstract
BACKGROUND: Cardiopulmonary resuscitation (CPR) is a critical, life-saving intervention that is especially important in school settings. This study assessed the levels of CPR knowledge, training, and rescue willingness among school teachers in Xinjiang, China. METHODS: We conducted an online cross-sectional survey among 368 full-time teachers across primary, middle, and high schools (May-June 2025). A composite CPR readiness score (0-100) combined self-reported knowledge, training (formal or self-study vs. none), four core technical items (golden time, compression location, depth, rate), and rescue willingness. Group differences were assessed by Kruskal-Wallis with FDR-adjusted Mann-Whitney post hoc tests; categorical associations used chi-square with Cramer's V; multivariable correlates of readiness were examined by OLS with robust SEs. RESULTS: Overall, 37.0% were trained (self-study or formal); 10.9% reported "very clear" knowledge. Technical knowledge accuracy was uneven: compression location 78.0%, golden time within 4 min 68.5%, compression rate 100-120/min 44.8%, and depth 5-6 cm 39.7%. Mean readiness was 55.7 ± 17.4 (95% CI: 53.9-57.4) and was higher in trained than untrained teachers (69.8 ± 13.3 vs. 47.4 ± 13.8; p < 0.0001). Readiness differed by age (p = 0.019; lower in 46-60 years) and ethnicity (Han 57.2 ± 16.6 vs. other minorities 52.8 ± 18.5; p = 0.027), and was higher among those aware of AED locations (69.3 ± 16.0; p < 0.0001). In OLS, training (+20.39 points [95% CI: 17.54-23.23]; p < 0.0001), AED awareness (+8.35 [4.09-12.62]; p = 0.000124), and often worrying about emergencies (+12.09 [4.37-19.81]; p = 0.002) were independent positive correlates; male sex (-3.54 [-6.91 to -0.18]; p = 0.039) and other minority ethnicity (-5.57 [-8.99 to -2.14]; p = 0.001) were negative. CONCLUSION: The findings demonstrate an urgent need for systematic and culturally adapted CPR training programs among school teachers in Xinjiang, China.