Trainings for Staff and Volunteers

PLEASE READ!

Emergency Response Teams

***I would like to put back together the Emergency Response Team for school: These are individuals (employees only) who can help respond to the urgent or emergent issues that happen at school. These team members do not work in or replace the Health Office. You will not be expected to respond to every emergency, only those you are available for or close to the incident at the time. Once team members have been identified we can discuss specifics as I would like input from prior team members. Training and supplies will be provided. If you are interested, please email holliolson@lakeview2167.com

About this page

Please check back frequently as more trainings will be added throughout the year. Trainings can be reviewed by staff, volunteers, parents, or students. The goal of these trainings are to prepare the Laker Community at large to recognize and handle a vast array of medical conditions. Information has been taken from validated and approved sources available to the public via the internet. If you find something in error or would like to see training added, please feel free to reach out to Holli Olson at healthoffice2167.com to research/correct the information further.

Staff can seek and obtain training outside of these sites (CPR for example may be taken with the Fire/EMT services or at a hospital). Just save a copy of your card or certificate to your training folder and send a copy to the Health Office.

The trainings on this page are in addition to the continuing education needed for your teaching license. On the Lakeview website under staff, continuing education there is an icon labeled "Trainings for renewing" these are training that are approved for renewing your license.

If you would like to check if any of these courses count towards continuing education please talk to one of the continuing education team members: Scott Hanson, Krista Isaacs, Cory Hendrickson, Krishana Dempcy, Susanne Lee, and Traci Olson.

Keeping Track of your Training

It is every employee's responsibility to maintain their licensure, certifications, and required trainings related to their employment here at Lakeview. CPR, Seizure Training, and Diabetic Training are mandatory training for all employees. Coaches and PE instructors also require concussion training. Mandatory trainings are indicated next to the trainings.

It is recommended that all staff keep a file with their completed training dates and/or certificates ready for review. This is easiest done on the Staff Shared Drive, under the Trainings Folder. Make yourself a folder with your name and then save your certificates with the Title and date completed: example "CPR 01.03.2026" or "CPR 21 April 2026". For mandatory trainings, please also send a copy to holliolson@lakeview2167.com

Mental Health First Aid, Suicide Training (Elective)

MN Department of Health Suicide Prevention Trainings Website

the MN Department of Health Suicide Prevention Trainings Website https://www.health.state.mn.us/communities/suicide/communities/preventsuicidetrainings.html . It has a ton of links for various trainings you can take on your own time. Some free and some not. Some short, some are multiple day trainings.

There is a link for the Youth Mental Health First Aid Training which I highly recommend but it is not mandatory. https://mentalhealthfirstaid.org/individuals/help-youth/

Teachers need 1 hours of suicide training to renew their licenses and the website explains the MN statutes for this and has several links to accomplish this. This is one of them https://mn.gov/pelsb/current-educators/trainings/suicideprevention/

Youth Mental Health First Aid

Professional Educator Licensing Standards Board (PELSB) Suicide Prevention Training

Teachers need 1 hours of suicide training to renew their license.

Mental Health Trainings for Schools

The following information and resources can be used by schools for the purposes of planning professional development to meet the suicide prevention training licensure requirement.

Minnesota State Statute Language

Minnesota Statute MN State Statute 122A.187 Expiration and Renewal Subd.6. Mental Illness requires Professional Educator Licensing and Standards Board must adopt rules that require all licensed teachers renewing a teaching license under sections 122A.181 to 122A.184 to include in the renewal requirements at least one hour of suicide prevention best practices training in each licensure renewal period based on nationally recognized evidence-based programs and practices, among the continuing education credits required to renew a license under this subdivision.

Professional Educator Licensing Standards Board (PELSB)

PELSB has information for training options on best practice evidence-based programs that can be utilized to meet the suicide prevention training requirement. PELSB Suicide Prevention Training Criteria and Review Process

Teachers, if you are looking for a course to use for renewing your license, please make sure to check with one of the continuing education team members: Scott Hanson, Krista Isaacs, Cory Hendrickson, Krishana Dempcy, Susanne Lee, and Traci Olson. OR go to the Lakeview website under staff, continuing education icon labeled "Trainings for renewing" to see if the course is listed.

Diabetes Trainings (Mandatory review every other year)

Level 1 Diabetic Training for all staff.

Level 1 Diabetic Training for all staff.

By viewing the attached video and reading the information below , staff will meet the required level 1 diabetic training.

During school hours, if there is a diabetic concern contact the Health Office or the Elementary Office.
A list of trained diabetic staff will be posted as more individuals become trained. That you may also contact for assistance.
If a student is unresponsive, also call 911.

Watch this video from ProTrainings on Diabetic First Aid All the first aid and CPR videos from this company are free unless you want a certificate.

Warning: Low blood sugars can come on fast, especially during exercise (PE, recess, sports) Some common signs and symptoms of low blood sugar include:

Dizziness (not feeling well) (light headed) (feeling weak)
Lethargy (feeling tired) (need to rest or sit down)
Confusion (don't feel right) (something's off or not right)
Slurred speech (may seem under the influence)
Agitation (hangry) (may seem argumentative or disruptive in class)
not feeling well (stomach ache) (stomach hurts)

If the diabetic in awake and can swallow they need 15g of sugar then wait 15 minutes ! (1 small juice, 5 sugar tabs, 1 Glucose SOS packet, 1 Transcend Glucose Gel Pack). If glucose still low, then give another 15g.

If the diabetic can not swallow, they need a Glucagon injection or the nasal spray whatever is available and call 911!

What is low? Under 60-80 most diabetics will have symptoms and should stop what they are doing and get a snack/juice. Under 60 can be dangerous and they/you should act immediately with fast acting sugar. (Each student is different so take the time to view their Emergency Plans or get to know them, their numbers and symptoms may vary.)

High Blood Sugars: Usually not an immediate emergency but if blood sugars are going above 250 have them start drinking water and ask the student if they need to make an insulin adjustment. It is common for blood sugars to spike after eating while waiting for the insulin to take affect. High blood sugars take longer to come down and further adjustments are usually not recommended for 3-4 hours. Water should continue however. If blood sugars remain over 250-300 for greater than 4 hours despite adjustments, then the blood or urine should be checked for ketones and the parent's notified.

Each student has orders and insulin in the Health Office if the student is using an insulin pen or syringe. Watch videos on giving insulin via Pen if you will be traveling with a student that uses a pen.
- On trips, they will carry supplies with them.
- Usually the students have orders that require calculations for meals and for corrections. For example: Give 1 unit of NovoLog (pen) for every 24 grams of carbs plus a correction factor of blood glucose minus 110 divided by 45.
Pumps calculate the adjustments and deliver the insulin usually with minimal assistance from the staff.
- Again know how your student's pump works if you are their primary teacher or will be taking them on a trip.
Watch for DKA: Some students go in to DKA very easily. If symptoms, check ketones and call parents.
- The tell-tale sign is fruitiness or cheap wine smell on the breath
- cold sweats
- muscle cramps
- stomach upset, vomiting
- fatigue
- not feeling well
- looking pale and weak, dizziness
- increase in thirst and urination
- ketones in blood or urine

ALL STAFF'S RESPONSIBILITIES:

■ Be prepared to respond immediately to the signs and symptoms of hypoglycemia (low blood glucose) and hyperglycemia (high blood glucose).

Know your student’s emergency care plans for hypoglycemia and hyperglycemia. These plans include information on when and how to contact the school nurse or trained diabetes school personnel.
Be aware of the school’s policy for activating emergency medical services in case of a diabetes emergency.
- If the student is alert and responds to treatment no emergency services is needed. Contacting the Health Office, additional assistance, or parents is considered case by case. However, prolonged or severe issues should warrant contacting the Health Office and parents.
- Any unresponsive students require 911, Health Office, and parent contact.
- DKA students require Health Office and parent contact at a minimum. If the student is having seizures, then also call 911.

■ Consult with your supervisor, the school nurse, or the principal to determine the appropriate level of diabetes management training you should complete for carrying out your responsibilities and then complete the training.

If you have experience with diabetics, particularly with type 1, we would like to train you as a diabetic assistant!
Review the trainings about diabetes below that pertain to the skill level required and refer to it, as needed, to help the student with diabetes.

■ Promote an inclusive and supportive learning environment for students with diabetes.

Identify ways to ensure that the student with diabetes is treated the same as other students, except when necessary to respond to their medical needs and any resulting educational needs.
Be alert for teasing and bullying of the student with diabetes
- Bullying should be reported to the school administrators or counselors.
Be aware of and be prepared to respond to the emotional needs of the student.
- Children react differently to having diabetes. Some are accepting and open to discussing it, others are resentful and may attempt to hide it.
- People with diabetes are also at an increased risk for depression. Be aware of the student’s feelings about having diabetes.
- Be aware that some students may not wish to share information about their diabetes with other students or school staff, particularly if it makes them feel different from others.
- When necessary, provide resources to promote the student’s participation in all aspects of their education.
  - Students should have a 504 on file, refer to it.
  - Some students who are struggling to balance their education and diabetes and/or who are experiencing diabetes-related psychosocial challenges that negatively impact their functioning at school may benefit from school-based mental health support. Communicate with the school counselor or the Health Office if you are noticing concerning behaviors. Its better for us to follow than to not know.
- Don't always assume a diabetic student is acting out on purpose. Check their glucose level.
  - Recognize that students with chronic illnesses such as diabetes may rebel by discontinuing all or part of their medical regimen. For example, some adolescents may stop checking their blood glucose or give their parents/ guardians and health care providers incorrect information about their blood glucose levels. Adolescents with diabetes may also burn out from the daily demands of diabetes self-management (called diabetes burnout) and may benefit from a temporary period of increased support and involvement by parents/guardians and school personnel to maintain the teen’s health while providing needed respite from the burden of diabetes management.

■ Promote and encourage independence and self-care consistent with the student’s ability, skill, maturity, and development. This allows the student to stay in class by checking blood sugars regularly, managing trends, and treating highs and lows before they become emergencies.

Legally diabetic students must have access to their glucose monitoring device at all times, which is their phone. They must keep it near them in their bag or on their desk, where they can check their blood sugar and hear/feel the alarms.
They must also be able to eat/drink snacks when their blood sugar is low and have access to water when it is high.
They need free access to the bathroom as well, due to the increase in urination caused by diabetes.
They may also need to go to the Health Office in certain cases.

The students have been told to be open with the teachers about what they need to do. Please communicate with your students with how you would like them to signal to you if they need to check their blood sugar, use the bathroom, have a snack etc. It is better to work this out in private so that they do not feel embarrassed or are afraid to get in trouble. If you feel a student is not using the phone for the intended diabetic purpose or is otherwise abusing the medical rights, please refer them to the principle or the Health Office.

The Health Office is ultimately responsible for managing the diabetic program, however all staff members should be able to recognize a diabetic emergency and be supportive of out diabetic students.
- For students that need assistance with their diabetic care, teachers, paraprofessional, and other staff will be identified to assist the students in certain aspects of their diabetic care.
- Staff will accommodate students as they begin to self-manage.
- Additionally, designated staff will be trained as diabetic assistants (specialists) that can assists the diabetics if the Health Office personnel are not available.
Don't be afraid to ask the parent, Health Office, or the student to teach/show you aspects of their care. The student's are instructed to keep emergency supplies on them, including their emergency contact's number (parent/guardian) that can help instruct you if needed.

All staff review Level one, then depending on your assigned role, move on to your designated role.

Teachers/Para Level 2 Training

This training should be completed by those teachers/paras who have young or brand new diabetic students that need assistance with management of their diabetes.
This training can also be taken by any employee wishing to improve their comfort level with diabetic students.

Level 2 training does not mean you're an expert. Use whatever learning path works best for you, just tell me what you did to get there. If you prefer one-on-one, hands on training, we can do that too.

In addition to the level one emergency training above. Teachers/paras should understand the following topics about diabetics.

1. Teachers and Paras need to take certain actions, particularly at the beginning of the school year. Copy of Actions for Teachers Doc: See full document here.

Understand the basics of diabetes, what is it and what is the difference between type one and type 2?
- What are the symptoms of diabetes and what are the treatments?
- What are the signs of high and low blood sugars?
- Be able to recognize and respond to hypoglycemia (low blood sugar) and hyperglycemia (high blood sugars). Know where the supplies are kept and when to contact the Health Office, parents, and 911.
Legal Considerations for teachers and the school: Diabetics are protected.
- Working with the school nurse, the principle, and the parents understand your role in the diabetes management for the student, including your involvement in the 504 plan.
  - Work with the other team members to implement the student's medical orders, health care plans, and emergency care plans for hypoglycemia and hyperglycemia.
  - Also, know the plan for when the school evacuates or is in lock down.
Communication and collaboration: As above work with the student's schedule and the health office to see what will work best for everyone involved. If something can be improved, communicate that.
- Be able to educate your substitutes or make arrangements with other teachers/staff to assist with management when you are away. Make sure they know where your diabetic supplies are kept.
Work with your principle, school nurse, education team, and parent's and guardians about the student's progress or any concerns such as absenteeism, decline in academic performance, or change in typical behavior.

2. Increase your knowledge based on the specific equipment, medications, and emergency plans in place for the student. For example if the student has continuous glucose monitoring and a pump you would want to learn about those specific things.

The videos provided by the Children's of Minnesota Videos are easy to understand but basic. Good for beginners and those with little time on their hands.
The Safe at School Resources is very in Depth and will give you as much information as you desire. However, if you begin to feel overwhelmed or lost...stop! I only expect you to learn the information to safely assist your diabetic student.

1. Review the Diabetes Basics Document: These are pages 11-48 of the comprehensive document Helping the Student with Diabetes Succeed: A Guide for School Personnel as part of the the American Diabetes Association’s Safe at School® Campaign.

2. Complete the following training modules: the questions are to challenge your own knowledge and do NOT need to be turned in.

Administration Level 2 Training

Guidance Counselor/Psychologist/Case Managers/Mental Health

Bus Drivers/Bus Garage

Food Service

PE/Coach/Athletic Trainer

Trained Diabetes Personnel

Safe at School Resources for Health Office Staff

Material is taken directly from https://diabetes.org/advocacy/safe-at-school-state-laws/training-resources-school-staff; on 8/19/2025@1000.

Led by the American Diabetic Association, this site has many trainings and support materials that can prepare and educate school staff to provide needed care to students with diabetes.

Using these resources and working in collaboration with students, their parents, and their diabetes providers, schools can ensure that every child with diabetes has the best opportunity to get a great education and can safely participate in all school activities.

Health Office Staff

Additional Resource: Children's of MN Videos

American Diabetes Association: Diabetes Pro

Accordion

New Panel

New Panel

Mandated Reporter Training

MANDATED YEARLY for any staff except kitchen, custodial, and grounds workers.

MN Child Welfare Training Acedemy
Local Resources

MN Child Welfare Training Acedemy

Local Resources

Seizure Training (Mandatory for All staff every 2 years) (pick one)

Introducing the new Seizure Training for School Personnel (On Demand) - v3.0 Improved Course Design: Enhanced Interactivity and Engagement! (60-75 min)

Introducing the new Seizure Training for School Personnel (On Demand) - v3.0
Improved Course Design: Enhanced Interactivity and Engagement! (60-75 min)

https://learn.epilepsy.com/courses/school-personnel-OD-v3 English

Seizure Training for School Personnel is designed for people who work with children and youth in school settings.

This program provides an overview of seizures and epilepsy, seizure first aid, seizure action plans, rescue therapies, seizure emergencies and how to support students in school settings.

The course is appropriate for school nurses, teachers, aides, coaches, administrators and anyone who works in a school setting.

Course Objectives:

Define seizures and epilepsy and describe the impact of epilepsy in the U.S. 
Recognize common seizure types and identify correct steps for assisting students having a seizure in school settings, including knowing when to call emergency services. 
Increase confidence in your ability to help a student safely during a seizure.
Identify the importance of rescue therapies and seizure action plans for students with epilepsy. 
Recognize the impact of seizures and epilepsy on student learning and behavior.
Provide appropriate support to students with epilepsy.

Seizure Recognition and First Aid Certification (On Demand) (90 min)

https://learn.epilepsy.com/courses/seizure-first-aid-cert-ondemand

90 minutes
Access from anywhere (Online) and Access Anytime (On Demand)
Certificate of Completion
IACET Continuing Education Unit (CEU) and CHES®/MCHES® Continuing Education Credits
2-year certification

The Seizure Recognition and First Aid Certification (On-Demand) course formally educates the public on the Epilepsy Foundation’s approved procedures for recognizing seizures and responding to someone having a seizure.

This course aims to increase the knowledge, skill, and confidence in applying seizure first aid. This information is presented in an interactive eLearning format with animations, videos, and activities to enhance the learning experience.

This course was designed for direct training of the public. Participants who successfully complete the course will receive a two-year certification.

Participants will be able to meet the following learning objectives:

Define seizures and epilepsy
Identify correct and incorrect steps for helping a person having a seizure
Identify when it would be necessary to call emergency personnel (911) in the event of a seizure

Certificación de reconocimiento de crisis epilépticas y primeros auxilios (a demanda) - V 1.0 (90 minutos)

Certificación de reconocimiento de crisis epilépticas y primeros auxilios (a demanda) - V 1.0

https://aprende.epilepsy.com/courses/cert-crisis-epil-ademanda-v1

90 Minutos
Acceda desde cualquier lugar (en línea)
Certificado de finalización
Créditos de formación continua disponibles de IACET/CHES®/MCHES®
Certificación de 2 años

El curso «Certificación de reconocimiento de crisis epilépticas y primeros auxilios» ofrece formación al público general sobre los protocolos aprobados por la Fundación para la Epilepsia para reconocer las crisis epilépticas y ofrecer ayuda a las personas que la sufren.

Este curso tiene como objetivo aumentar el conocimiento, la habilidad y la confianza personal para la aplicación de los primeros auxilios durante las crisis epilépticas. Los procedimientos de primeros auxilios explicados en la guía se basan en las investigaciones más recientes y han sido adaptados para la formación en vivo. Los participantes que completen con éxito el curso recibirán una certificación con validez de dos años.

Los participantes podrán cumplir los siguientes objetivos de aprendizaje:

Definir las crisis epilépticas y la epilepsia.
Identificar los pasos correctos e incorrectos para ayudar a una persona que sufre una crisis epiléptica.
Identificar cuándo sería necesario llamar al personal de urgencia (911) en caso de una crisis epiléptica.

Allergy Trainings

Recognizing and Responding to Anaphylaxis (Required Yearly by All Staff)

Short refresher video that is required for all staff preferably before the start of the new school year. Use the Minnesota Specific Link after Registering.

Recognizing & Responding to Anaphylaxis

Anaphylaxis can happen at any time. Make sure you're prepared to save a life by taking this free course.

Recognizing & Responding to Anaphylaxis

Anaphylaxis (pronounced an-uh-fil-LAX-is) is a severe, potentially life-threatening allergic reaction. Symptoms can affect several areas of the body, including breathing and blood circulation.

Food allergy is the most common cause of anaphylaxis, although several other allergens—such as insect stings, medications or latex—can be potential triggers. Rarely, anaphylaxis is caused by exercise. Another uncommon form can occur when a person exercises soon after eating a problem food.

Recognizing Responding to Anaphylaxis

Register Now

This course is now available through the Food Allergy Academy, FARE’s new learning management system. Click here for the registration page for the Food Allergy Academy platform, and then once you have registered you can search for the training course or content you are looking for.

If you are in Minnesota, please take the Minnesota specific version of this course.

Woman on laptop

Epinephrine in public venues

States that allow public venues to keep undesignated epinephrine on hand for use in an emergency require these venues to have staff trained in how to recognize and respond to anaphylaxis.

In Minnesota, FARE's Save a Life: Recognizing and Responding to Anaphylaxis (Minnesota Specific) is approved to meet these requirements.

Both versions of the course may be accessed for free in FARE's Food Allergy Academy.

Indemnity and Liability Concerns

Includes trainer: Training devices are available for free via web or telephone

Talking feature: No

Needle exposed after injection: Yes

Injection hold time: 10 seconds

Other Epinephrine Options

There are other options that do not auto-inject the epinephrine. Glass vials of epinephrine with needles/syringes may be in emergency kits as seen on airplanes. The first epinephrine nasal spray was approved by the Food and Drug Administration in August 2024. Other types of epinephrine devices are being developed and are going through clinical trials.

neffy® Epinephrine Nasal Spray (Available Mid- to Late-October 2024)

Product Name: neffy® epinephrine nasal spray

neffy.com

Manufacturer: ARS Pharmaceuticals

Training videos

Available Strengths: 2 mg for people 66 pounds (30 kilograms) and more

Generic available: N/A

Includes trainer: No

Talking feature: No

What’s the Difference Between Brand Name, Generic, and Authorized Generic Drugs?

Brand name drugs: When a new medicine is created and approved by the Food and Drug Administration (FDA), it is marketed under a brand name. The company that makes it patents the drug. This means this company is the only company that has the right to make and market this drug for a certain number of years, as noted in the patent.

Generic drugs: When a drug patent expires, other companies can make generic versions of the medicine if it follows certain standards set by the FDA. The generic medicines must have the:

Same active ingredient as the brand name drug
Same benefits and risks as the brand name drug
Same strength, dosage, and route of administration as the brand name drug
Same quality and manufacturing standards as the brand name drug

Generic drugs may be different from brand name drugs in the following ways:

May be made by the same company or by a different company
Different look and size, including packaging
Different inactive ingredients (side effects may vary from the brand name drug because of the inactive ingredients, but this is uncommon)
Lower costs (most of the time but not always)

Authorized generic drugs: This type of generic medicine is the same as the brand name medicine but without the brand name label. It will have the same active and inactive ingredients as the brand name drug. Authorized generic medicines may also cost less.

If a generic or authorized generic version of a drug exists, health insurance companies may cover those instead of the brand name medicine. Generic drugs can offer the same treatment at a lower cost than brand name.

When it comes to medicines like asthma inhalers and epinephrine devices, the active ingredient and doses will be the same, but the device may look and operate differently. It is very important for you to learn how to use the device prescribed even if it is the authorized generic of a brand name device.

Celiac (Gluten) Allergy (required anually for some)

Required Annually for anyone working with a child with known gluten allergy. (paraprofessionals, teachers, health office, administrators)

Required Annually for kitchen staff and those supervising the lunch room.

General Food Allergy Information (optional)

Food Allergies: What You Need to Know

From the U.S. Food and Drug Administration website on 10.25.2024 to ensure the most up to date information please verify the information by going to the Food Allergies | FDA

Download in PDF (1.3 MB)

en español

Although new treatments are being developed, there is no cure for food allergies. Medical diagnosis to find out which foods cause an individual to have an allergic reaction and strictly avoiding those foods are important ways to prevent serious adverse health effects.

What Are Major Food Allergens?

While many different foods can cause allergic reactions, the Food Allergen Labeling and Consumer Protection Act of 2004 (FALCPA) identified eight foods as major food allergens: milk, eggs, fish, Crustacean shellfish, tree nuts, peanuts, wheat, and soybeans.

On April 23, 2021, the Food Allergy Safety, Treatment, Education, and Research (FASTER) Act was signed into law, declaring sesame as the 9th major food allergen recognized by the United States. The change was effective on January 1, 2023. Even though the requirement that sesame be listed on the label as an allergen is in effect as of January 1, 2023, you still may find food products for sale that don’t list sesame as an allergen on the label. Read more about the transition phase at Allergic to Sesame? Food Labels Now Must List Sesame as an allergen.

Milk
Eggs
Fish (e.g., bass, flounder, cod)
Crustacean shellfish (e.g., crab, lobster, shrimp)
Tree nuts (e.g., almonds, walnuts, pecans)
Peanuts
Wheat
Soybeans
Sesame

Allergen Labeling

The FDA enforces FALCPA in the labeling of foods the agency regulates, which include all foods except poultry, most meats, certain egg products, and most alcoholic beverages (all of which are regulated by other Federal agencies). FALCPA requires that food labels clearly identify the food source names of any ingredients that are one of the eight major food allergens or contain protein derived from a major food allergen. Proper labeling of foods helps allergic consumers identify foods or ingredients that they should avoid.

How Major Food Allergens Are Listed

FALCPA requires that food labels identify the food source names of all major food allergens used to make the food. This requirement is met if the common or usual name of an ingredient (e.g., buttermilk) that is a major food allergen already identifies that allergen’s food source name (i.e., milk). Otherwise, the allergen’s food source name must be declared at least once on the food label in one of two ways:

In parentheses following the name of the ingredient in the ingredient list.
Examples: “lecithin (soy),” “flour (wheat),” and “whey (milk)”
— OR —
Immediately after or next to the list of ingredients in a “contains” statement.
Example: “Contains Wheat, Milk, and Soy.”

Know the Symptoms of Food Allergies

Woman touches her throat

If you are allergic to a food you have eaten, you may experience a variety of symptoms. These symptoms are not always present or the same for every person or reaction and can vary depending on a number of actors, including the amount of food allergen eaten.

If you are allergic to a food that you have eaten, symptoms may appear from within a few minutes to a few hours.

Symptoms of food allergies (allergic reactions), can include:

Hives
Flushed skin or rash
Tingling or itchy sensation in the mouth
Face, tongue, or lip swelling
Vomiting and/or diarrhea
Abdominal cramps
Coughing or wheezing
Dizziness and/or lightheadedness
Swelling of the throat and vocal cords
Difficulty breathing
Loss of consciousness

Food Allergies Can Be Life-Threatening

While most symptoms from food allergies are mild and limited to skin or digestive discomfort, some may progress to a severe, life-threatening allergic reaction called anaphylaxis.

This can lead to:

constricted airways in the lungs
severe lowering of blood pressure and shock (“anaphylactic shock”)
suffocation by swelling of the throat and larynx

If you have a known food allergy and start having symptoms of an allergic reaction:

Stop eating the food immediately
Evaluate the need for emergency treatment (such as epinephrine)
Seek medical attention

Symptoms of anaphylaxis may start out as relatively mild but, if not treated promptly, symptoms can become life-threatening in a short amount of time.

Recognizing early symptoms of anaphylaxis and prompt injection of the drug epinephrine and other medical care or intervention can help prevent life-threatening consequences.

It is important to understand that a mild allergic reaction does not always mean the allergy is mild. Any allergic reaction has potential to lead to anaphylaxis. Allergic individuals are taught to always monitor symptoms and seek medical care if needed when symptoms occur.

What to Do If Symptoms Occur

Image of an ambulance outside of the ambulance entrance

The appearance of symptoms after eating certain foods may be a sign of a food allergy. The food(s) that caused these symptoms should be avoided, and the affected person should contact a health care provider for appropriate testing and evaluation.

If you or a loved one has food allergies, use these 4 tips to help reduce your risk of getting sick:

Always read food labels.
Avoid foods that you are allergic to.
Learn to recognize the early symptoms of an allergic reaction, in case of accidental ingestion.
Know what to do in case an allergic reaction occurs. Plan to have ready access to the appropriate treatment measures and medical care.

Information From Other Federal Agencies

Cleaning to Prevent Cross Contact (Optional)

Prevent Cross-Contact

If you keep both “safe” and “unsafe” foods/products in your Classroom, take steps prevent cross-contact:

Teach everyone to wash their hands with soap and water before touching safe foods/products. This is good hygiene and reduces that chance of cross-contact if they have residue on their hands.
Do not allow allergen-covered utensils to touch your “safe” foods/products. For example, if a knife used on butter gets inserted into a jar of jam, the jam now has milk proteins from the butter in it. If you spread butter on wheat bread toast and then dip your knife into the butter again, the butter may now contain small amounts of wheat.
Teach everyone to clean all surfaces before and after preparing food. Countertops could have small amounts of allergens on them. Food prepared on an unclean countertop can result in cross-contact with allergens.
If you are preparing both “safe” and “unsafe” food/activities; prepare the safe meal/activity first then store.
Do not use the same utensils or space to prepare food/activities for your child with food allergies and for other people who eat foods with their allergens.
Place utensils, plates, and cutting boards directly into the sink or the dishwasher immediately after use.
If you use a grill/griddle/pan, be sure to fully clean it before preparing the food for the child with the allergen. Consider using foil or a separate pan for that child .

Take Care to Wash Dishes

Wash pans, utensils, and dishes in hot, sudsy water before using them to prepare food for someone with food allergies. Rinse off dirty dishes and utensils before loading them into your dishwasher.

Reduce the Chance of Allergens in Other Areas of Your Classroom

Teach all members of your classroom to always wash their hands with soap and water immediately after touching or eating allergens. Consider having all members of the classroom eat food or do projects in one location of the classroom. This can limit food/allergens to areas that are easier to clean.

Even if using wax/parchment/paper barriers still clean the table/counter after eating or using an allergen.
Use of appropriate hand-washing procedures that emphasize soap and water or the use of commercial wipes are very effective in removing allergens.
Plain water and hand sanitizers are not effective in removing food allergens.

Environmental/Non-Food Related Allergies

Concussions Training (Required Annually for some staff)

Required Annually For Coaches, AD, Sports Officials--Log in through MSHSL.

Required Annually for PE Teachers, Health Office, sports volunteers-may choose which training they prefer.

If assigned for playground paraprofessionals and teachers, may choose which training they prefer..

Recommended for any parent of student athletes, choose any trainings.

CDC HEADS UP

For up to date trainings please go directly to the CDC website

https://www.cdc.gov/heads-up/communication-resources/training.html

Trainings are FREE!

Online training for youth sports coaches

CDC Heads Up. Youth Sports Coaches. Online Concussion Training. Take the Training. — The training provides essential info to help coaches spot signs and symptoms of possible concussions.

CDC's HEADS UP to Youth Sports: Online Concussion Training for Coaches shares the latest guidance on concussion safety and prevention. The training provides essential information to help coaches spot signs and symptoms of possible concussions and take action.

Online training for school professionals

The HEADS UP to Schools: Online Concussion Training for School Professionals is designed to help classroom teachers (grades K-12), school administrators, paraprofessionals, teacher's aides, and other staff who work with students understand the following:

How a concussion may affect a student's learning, emotions, and behavior
How to identify and monitor signs and symptoms of concussion
How to help students successfully return to school and recover from a concussion.

Online training for athletic trainers

Online concussion training for athletic trainers. Take the training. — This training for athletic trainers shares the latest guidance on concussion prevention and management.

The HEADS UP to Athletic Trainers: Online Concussion Training shows ways athletic trainers can improve concussion prevention, evaluation, and management—from implementing safety and response plans to ongoing concussion care and stakeholder education. This training was developed through a partnership between CDC and the National Athletic Trainers' Association (NATA) to share the latest guidance on concussion prevention and management. Following completion of the training, athletic trainers have the opportunity to earn 2.0 continuing education credits through NATA and receive a certificate of completion from CDC.

Online training for sports officials

HEADS UP to Sports Officials: Online Concussion Training Banner — The training provides essential info to help sports officials spot possible concussion signs and symptoms.

The HEADS UP to Sports Officials: Online Concussion Training was developed through a partnership between CDC and the National Association of Sports Officials (NASO) to share the latest guidance on concussion safety and prevention. The training provides essential information to help sports officials spot possible concussion signs and symptoms that can help keep athletes safe.

MSHSL

Health and Safety: Concussion

Resources

Concussion Management Recommendations for MSHSL Athletes

MSHSL Concussion CER Module: This video was prepared by the Minnesota State High School League in 2023 for viewing by officials to attain eligible official status. It is nearly identical to the module prepared for MSHSL Coaches.

This video is posted to provide an opportunity for those at Member Schools to view this information.

Coaches, officials or others will NOT receive credit or a certificate for viewing this video. Coaches must watch this module on their MSHSL Dashboard and officials must watch this module in Arbiter to receive credit.

Learning Modules

NFHS Concussion Course

The NFHS has teamed up with the Centers for Disease Control and Prevention (CDC) to educate coaches, officials, parents and students on the importance of proper concussion recognition and management in high school sports. This course highlights the impact of sports-related concussion on athletes, teaches how to recognize a suspected concussion, and provides protocols to manage a suspected concussion with steps to help players return to play safely after a concussion. Free course. Requires Registration. Certificate of Completion.

NFHS Concussion in Sports

NFHS Concussion for Students

Concussion for Students, developed in Partnership with the Barrow Neurological Institute, has been designed specifically for students to inform them on how to identify, react to, and prevent concussions. This free course is presented as a social media conversation, showing how four different students learn about concussion in different ways. It includes high school students and medical professionals discussing concussion. The key goal is for students to be able to identify signs and symptoms of a concussion so that they can get immediate help before any further injury can occur. Free course. Requires Registration. Certificate of Completion.

NFHS Concussion for Students

HeadStrong Concussion Program

HeadStrong Concussion Insurance Program

NFHS Website

Online training for high school sports coaches

Online Concussion Training Course for High School Sports Coaches. — Learn the importance of proper concussion recognition and management in high school sports.

The National Federation of State High School Associations (NFHS) teamed up with CDC's HEADS UP to educate coaches, officials, parents and students on the importance of proper concussion recognition and management in high school sports.

Learn the impact of sports-related concussion on athletes, how to recognize a suspected concussion, and protocols to manage a suspected concussion with steps to help players return to play safely after a concussion.

Each state's requirements for concussion management are included as part of the course.

Note: This course is hosted on the NFHS's web site.

Overview

HEADS Up to High School Sports Coaches: Online Concussion Training‎

Take the Training

After finishing this training, you will be able to:

Describe the impact of sports-related concussion on athletes.
Recognize a suspected concussion.
Manage a suspected concussion with steps to help athletes return to sports safely after a concussion.

HEADS UP trainings for sports officials & athletic trainers

Sports Officials: HEADS UP to Sports Officials: Online Concussion Training
Athletic Trainers: HEADS UP to Athletic Trainers: Online Concussion Training

Heat Illness Prevention

Recommended Annually for Coaches and Staff that monitor students outside.

Heat Illness Prevention by NFHS

Heat Illness Prevention by NFHS

Vision and Hearing Training for Volunteers (Mandatory for Some)

Mandatory for all staff and volunteers that help with early childhood and K-12 hearing and vision screenings.

Recommended for all preschool, elementary, and special education teachers who would like to be able to check a students hearing or vision without having to rely on the availability of other staff.

Must be completed at least once, unless attended a formal training provided by the State of MN Department of Health. As a note: the state of MN still recommends staff attend formal hearing and vision screening training.

Hearing Screening for Volunteers
Vision Screening for Volunteers