Background Schools are important settings for implementing injury awareness and training programs. Exploring the facilitators and barriers within school settings can provide insights into the unique contextual factors and challenges schools face informing the design and implementation of effective programs within school settings.

Objectives This scoping review aims to map the existing literature on injury awareness and training programs within school settings and to identify and describe the facilitators and barriers to the implementation of such programs

Methodology Electronic databases were searched including MEDLINE (OVID), PubMed, CINAHL, SafetyLit, Education Resources Information Center (ERIC), Web of Science, Scopus, PsycINFO, Global Health, and EMBASE (OVID interface). Reviewers independently screened for articles, extracted data, and conducted a narrative synthesis of findings, providing insights into program characteristics, outcomes, and implementation facilitators and barriers.

Results Different injury awareness and training programs are conducted within school settings. Such programs target diverse audiences including students, parents, and school staff. Knowledge and attitude were the most widely used indicators of program success. Facilitators mainly include peer-to-peer teaching, interactive learning, use of teaching aids, involvement of different stakeholders, use of diverse teaching methods, and tailored and regular training sessions. Among the barriers are the funding and facility limitations, difficulty engaging and evaluating different stakeholders, and challenges to adapt curriculum or allocate time for programs within schools.

Conclusion A wide range of factors can facilitate or hinder the implementation of injury awareness and training programs Understanding the facilitators and barriers can guide policymakers, program implementers, and stakeholders in developing strategies to promote the uptake of such programs and address the identified barriers.