Background The present study, #CPRinSchools, explores healthcare professionals in training as leaders of BLS teaching in UK secondary schools for children in aged 11–16. This initiative which has gained endorsement from the UK Foundation Programme Organisation and attracted medical education stakeholder interest (GMC, AoMRC, RCP) has been piloted amongst foundation doctors nationally and delivered to over 1000 pupils.

Aims BLS training in schools is associated with improved cardiac arrest outcomes. The present study aims to: A) Identify an evidence-based approach to leading BLS teaching in schools, B) Explore the extent to which trainee engagement with #CPRinSchools enhances their leadership skills as per the Medical Leadership Competency Framework (MLCF).

Methods BLS teaching using Laedel Resusci Anne mannequins was delivered by foundation doctors to 270 students aged 11–16 years using the #CPRinSchools programme. Pre and post-test questionnaires were used to assess student knowledge. 90 students completed these. Surveys and focus groups were carried out among foundation doctors to explore impacts of leading BLS teaching through #CPRinSchools on developing leadership skills.

Results Results identified a statistically significant improvement in children’s ability to identify when to commence chest compressions or put someone in the recovery position and, where indicated, how long to carry out chest compressions. Phenomenographic analysis identified perceived significant improvements in foundation doctors’ leadership qualities in the MLCF domains: ‘Demonstrating personal qualities’ and ‘Working with others’.

Conclusions #CPRinSchools significantly improves secondary school children’s knowledge of the key principles of Basic Life Support. Foundation Doctor engagement with #CPRinSchools improves their personal qualities and teamworking skills which they can apply in other contexts within the clinical environment to improve patient care and outcomes.