In Conversation with Sarah Duncanson and Amy Gomes: Raising Kids Who Know What To Do In An Emergency

There are some moments as a parent you never want to imagine. The fall. The silence. The moment where something doesn’t feel right and your instinct kicks in before your thoughts do. Now imagine that moment… and your child is the one closest to it. It is confronting, but it is also exactly why this conversation matters. For Sarah Duncanson and Amy Gomes, both frontline clinicians and mums, the reality of emergencies is not hypothetical. It is something they have seen, treated and lived through in real time. And what they realised along the way is something that stops you in your tracks. Children are far more capable than we give them credit for. But right now, we are not teaching them what they need to know.

The Gap No One Is Talking About

Sarah’s turning point did not come in a hospital. It came outside of it. “As I began teaching more in the community rather than only training healthcare professionals or caring for critically unwell children in ICU, I became increasingly aware of how little basic first aid knowledge existed outside the hospital setting.” It is something most parents assume is covered somewhere along the way. School. Life. Experience. But it often is not. “When I started working in schools and kindergartens delivering first aid incursions, it quickly became clear just how curious children are and how much information they are capable of understanding and retaining.” And yet, despite that capability, the education simply is not there. “While there is some research focused on older children at high school level, there is a significant gap when it comes to formal education for younger children.” Amy saw the same pattern from a different angle. “When I wrote my first book What Paramedics Do, I did a lot of research into kids learning first aid. Kids really can save lives and it has been documented all over the world.” The data is not just encouraging. It is staggering. “In fact a study in Denmark showed that successful resuscitation nearly tripled in rates over a ten year period since introduction of kids first aid. This is astounding.” And yet the belief persists that children are too young to learn.

Why “They’re Too Young” Is Holding Kids Back

The idea that children are not ready for first aid is one of the biggest misconceptions parents hold. And according to Sarah and Amy, it is not just incorrect. It is limiting. “We need to move away from the idea that children are not capable of learning essential lifesaving skills.” The key is not age. It is how the information is delivered. “Every child learns differently, and just like any other area of education, first aid needs to be taught in a way that is engaging and appropriate for their stage of development and learning style.” And what does that actually look like for younger children? It is not CPR drills or complex medical instructions. It is simple, practical actions that create confidence. “That might look like turning on the lights for ambulance officers, calling 000, running next door to get an adult, shouting for help, or throwing a kickboard to someone struggling in the water.” Because first aid is not about knowing everything. It is about knowing how to respond.

What Changes When You’ve Seen It Firsthand

When you work in paediatric ICU or emergency care, your perspective shifts. But as parents, Sarah and Amy are clear on one thing. This is not about raising fearful children. It is about raising capable ones. “Jokes aside, the bigger issue is making sure we do not wrap our kids in cotton wool. A healthy, wholesome childhood includes learning what their bodies are capable of. Risky play matters. Exploration matters.” This is where many parents feel the tension. We want our children safe, but we also want them confident. And those two things are not opposites. “That does not mean we cannot teach preventative habits and basic safety skills from a young age.” Instead of relying on instinct in a moment of panic, children can be taught to pause, assess and act. “This is not about fear. It is about helping children learn how to pause, assess a situation, maintain situational awareness, and know what to do if things go pear shaped.”

Teaching Without Fear

One of the biggest challenges in educating children about emergencies is finding the balance between honesty and overwhelm. For Sarah and Amy, this was not something they rushed. “We do not take this responsibility lightly. It took two years to carefully refine the framing, language, rhyme, and illustrations to ensure the message was right.” The goal was never to scare. “This is not about fear. It is about education that gives children the confidence and power to act when it truly matters.” Instead of graphic detail, the focus is on calm, practical action. “The content includes gentle, practical strategies such as how to get an adult’s help and how to use simple techniques like rainbow breathing to stay calm.” And the impact of that approach goes beyond the moment itself. “Importantly, research shows that children who are given a role, who are encouraged to help, and who feel a sense of control during stressful events have better long term psychological outcomes.” Because in an emergency, feeling helpless is often what stays with us the longest.

What Kids Actually Understand

If you have ever underestimated what your child can grasp, this mi

ght surprise you. “They can recognise when something is not right, understand that emergencies require getting help, and clearly grasp that their role is to help rather than rescue.” And the response from adults? “What consistently surprises adults is how well children retain and apply this knowledge.” Not only do they understand it. They remember it. “They remember key messages, respect boundaries, and take their role seriously when it is framed as helping, not rescuing.” Even more importantly, it does not create anxiety. “Rather than becoming anxious, children often become calmer and more confident.”

When Should We Start?

The short answer is earlier than most parents think. “

You can begin teaching first aid principles from the moment your child starts engaging with the world around them.” That might look like simple language, tone and boundaries in the early years. “By two or three years of age, children can start learning about safe spaces, road safety, and water safety.” And it builds from there. “Children as young as three or four can begin understanding snake and bush safety, basic bleeding awareness, and how to get help.” By primary school, the skills expand. By high school, they can be fully trained. “First aid education is not a single lesson at a certain age. It is a progression of skills, language, and confidence that grows alongside the child.”

Where Parents Can Start Right Now

For many parents, the biggest barrier is not willingness. It is knowing whe

re to begin. The advice is refreshingly simple. “For younger children, first aid learning starts with simple, everyday actions. This can include teaching them how to call 000, learning their address, knowing what to do if they cannot wake someone up, and showing them where the first aid kit is and what is inside it.” For older children, it becomes more structured. “We often use a framework called the ‘Triage of Safety’, a simple safety triangle that helps guide decision making.” Three questions. “What are the possible risks?” “How can you keep yourself safe?” “If something does go wrong and you need help, what is your plan?” Over time, this becomes instinctive. “It is not about wrapping kids in cotton wool. It is about giving them, and their families, the tools to put sensible safety measures in place and the confidence to respond if prevention does not work.”

A Bigger Vision For Families And Communities

What Sarah and Amy are building goes far beyond a book. It is a shift in how we think about children, safety and responsibility. “When children learn, the whole family learns.” Instead of knowledge flowing one way, children become part of the conversation. “Families form communities, and when every family has access to this knowledge, communities become stronger and better equipped to respond in emergencies.” Because the reality is, we cannot rely on someone else to step in every time. “We cannot continue to rely solely on emergency services when something goes wrong. Prevention, preparation, and support are shared responsibilities.” And at the heart of it all is one powerful intention. “We never want a child to freeze, feel helpless, or carry the weight of not knowing what to do.”

The Takeaway For Parents

If there is one thing to hold onto, it is this. Children are not too young to learn how to help. They are ready. They are capable. And when we give them the tools, they rise to it. Because raising confident children is not just about what they achieve. It is about what they know to do when it matters most.

If this resonated, save it, share it with another parent and start the conversation at home today. Even something as simple as teaching your child how to call 000 can make a lifelong difference. To learn more or place a pre order, visit their website and explore how you can introduce first aid into everyday family life.

 If families want to learn more about paediatric training, or purchase the ‘What little heroes do’ book, they can visit: https://www.paedseducation.com.au/.