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e-Bug: Key Stage 2 (7-11 years old)

Objective(s)
Aims to promote positive behaviour change among children and young people to support infection prevention and control efforts, and to respond to the global threat of antimicrobial resistance.
Target audience
Children
Ages 7-11 years old
Campaign Scope
European
Partners or Allies
Antibiotika.no
Le Chu de Nice
Direção-Geral da Saúde
Communication Channels Used
Social Media
websites/blogs
Social Media Used
YouTube
Facebook
X (Twitter)
Campaign Material(s)
Video
Flashcards
Worksheets
Handouts
Leaflets
Teacher sheets
Key messages
Understand that bacteria, viruses, and fungi are three main types of microbes
Understand that microbes are found everywhere
Understand that microbes come in different shapes and sizes and are too small to be seen by the naked eye
Understand that microbes can be beneficial, harmful, or both
Understand that some microbes can help keep us healthy
Understand that some microbes can be put to good use
Know that microbes grow at different rates depending on their environments
Understand that sometimes microbes can make us ill
Understand that harmful microbes can pass from person to person
Understand that not all illnesses are caused by harmful microbes
Understand that infection can be spread through unclean hands
Understand that handwashing can prevent the spread of infection
Understand when and how to wash hands
Understand why we should use soap to wash our hands
Understand that washing our hands is one of the best ways to prevent the spread of microbes
Understand that infection can spread through coughs and sneezes
Understand that covering your mouth and nose with a tissue or your sleeve (not your hands) when you cough, or sneeze helps prevent the spread of infection
Understand that coughing or sneezing in your hand can still spread infection
Understand that microbes can be found on our food and can transfer to humans
Understand that cooking food properly can kill harmful microbes
Will understand that bacteria multiply very quickly
Understand that refrigeration only stops microbes growing, it doesn’t kill them
Understand the difference between 'use by' and 'best before'
Understand that what you do to help your pet be healthy is the same as what you need to do for yourself
Understand that harmful microbes can be found on the farm and that these microbes can spread to humans
Understand that by washing our hands and following some basic rules we can reduce the chance of picking up an infection on the farm
Understand that, just like us, animals should only take antibiotics if necessary and it is important to finish the course
Understand that some microbes can be transmitted from animals to humans and vice versa
Understand what dental plaque is and how it forms
Understand which foods and drinks cause tooth decay
Understand how to brush teeth effectively
Understand the consequences of tooth decay
Understand that limiting sugary foods and drinks can reduce tooth decay
Understand that vaccines help prevent a range of infections
Understand that there are not vaccines for all infections
Understand that most common infections get better on their own through time, bed rest, hydration, and healthy living
Understand that if antibiotics are taken, it is important to finish the course
Understand that antibiotics treat bacterial infections only
Understand that they should not share antibiotics or other medicines that are prescribed by a doctor or healthcare professional
Campaign Focus
Human health
Animal health
Campaign Setting
School
Community
Use of Scientific Evidence
Yes
Visual and Symbolic Elements
Hands washing
Microbes
Educational model applied
Participatory
Transmissive
Gamified
Content Complexity Level
Basic
Adaptation to Educational Levels
Children
Complementary materials
Resources for teachers or facilitators
Content accessibility
Yes
Content accessibility
Plain language
Visual design
Diversity and Inclusion
Yes
Diversity and Inclusion
Multilingual
Different age groups
Involvement of Vulnerable Groups
Yes
Vulnerable Groups
Children
Cultural Sensitivity and Contextualization
No
Continuity strategy
Campaign with regular updates
Events
World Antimicrobial Awareness Week
British Science Week
Campaign Start Year
2006
Replicability
Yes
Content usage license
Free
Campaign Status
Active
Evaluation methods used
Before and after questionnaires
6 weeks post intervention questionnaires
Community participation in evaluation
Yes
Quantitative impact indicators
Pre/post test scores
Percentage of correct responses
Knowledge retention over time
Measured results
Statistically significant knowledge improvement in most intervention groups across all three sections (Introduction to Microbes, Spread of Infection, Treatment and Prevention of Infection)

Knowledge retention observed 6 weeks after teaching

Control groups showed smaller or no gains
Estimated budget
1 865 358 €
Identified gaps
Mentions evidence without citations
Credibility assumed due to source, no references
Accessible formats for visually impaired users not provided
Frequently Asked Questions (FAQs) section not included
Community voices or lived experiences not included
Identified gaps

Timeline section not updated since 2021

Co-creation seems to have been done by teachers and scientists but no mention to the involvement of parents in the development process.
Lessons learned
Clear, concise key message summaries may help reduce misinterpretation.
Pre-prepared toolkits for specific audiences (e.g., teachers, GPs, NGOs) may boost adoption.
A central campaign hub or website can improve discoverability and consistency.
Creative and interactive formats (e.g., games, art, contests) may boost public participation.
Lessons learned

Including links to scientific sources where relevant may enhance transparency and support users seeking more information.

Providing multilingual subtitles and adapting materials for diverse accessibility needs could help broaden reach and inclusivity.

Note: Key messages correspond to the learning objectives, emphasising education over immediate action.
Identified biases
Disability Accessibility Bias
Identified biases

Partial Involvement of stakeholders: Teachers were involved in development, supporting classroom relevance, but there’s no evidence of family or community input.
Identified Weaknesses

Materials may not fully meet the accessibility needs of children with disabilities, potentially limiting inclusive reach.
Identified Strengths
Clear messaging
Dedicated website or online portal
Use of visuals and infographics
Use of scientific evidence
Accessibility
Easy to locate materials
Identified Strengths

Training and resources for educators

Emphasis on education over calls to action may suit younger audiences by prioritising knowledge-building and early awareness.
Documents