Oral Health Knowledge and Practices Among Preschool Teachers During a 12 Month Follow up After School Based Education

Background/Objectives: Preschool teachers can reinforce oral health practices, but the persistence of educational messages requires evaluation. This study assessed changes in knowledge, beliefs and self-reported practices between 3 and 12 months after school-based education. Methods: Education reached 240 teachers in 63 schools in Trabzon, Turkey. Questionnaires were completed by 222 teachers at 3 months and 152 at 12 months. Paired analyses included the 152 teachers assessed at both follow-ups. Responses were compared using McNemar tests. No matched pre-education assessment or concurrent control group was available. Results: The paired cohort represented 63.3% of trained teachers. Endorsement of fluoride-containing products for caries prevention decreased from 63.8% to 40.1%, recognition of enamel strengthening from 82.9% to 66.4%, and identification of first-tooth eruption as the time to begin cleaning from 92.8% to 75.7% (all p < 0.001). Recognition that avulsed primary teeth should not be replanted decreased from 83.6% to 70.4% (p < 0.001), whereas endorsement of immediate permanent-tooth replantation changed little (91.4% versus 89.5%; p = 0.508). Twice-daily brushing decreased from 82.9% to 73.0% (p = 0.001). Tests were exploratory and unadjusted for multiple comparisons. Conclusions: Several preventive messages were less frequently endorsed at 12 months. Follow-up identifies priorities for updated content and refresher education concerning fluoride, early oral care and primary-tooth avulsion. These observations do not establish initial educational effectiveness or clinical benefit in children.