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e-Bug: Key Stage 3 (11-14 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 11-14 years old
Adolescents
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 there are three different types of microbes
Understand that microbes are found everywhere
Understand that useful bacteria are found in our body
Understand that microbes come in different sizes
Understand the key differences between the three main types of microbes
Understand that some microbes can be put to good use
Understand that we need bacterial colonisation to live a healthy life
Understand that we need to protect our normal microbial flora
Understand that sometimes microbes can make us ill and cause infection
Understand that harmful microbes can pass from person to person
Understand that different infections cause different symptoms
Understand how global travel has influenced the spread of disease
Understand how individuals, groups, and organisations work together when responding to infectious diseases outbreaks
Understand that infection can be spread through unclean hands
Understand that sometimes microbes can make us ill
Understand how, when, and why to wash their hands
Understand that handwashing can prevent the spread of infection
Understand why we should use soap to wash our hands
Understand that prevention of infection, where possible, is better than cure
Understand that sometimes microbes can make us ill
Understand that prevention of infection, where possible, is better than cure
Understand not to spread their harmful microbes to others
Understand that infection can spread through sneezing or coughing
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 infection can be spread easily through sexual contact
Understand what students can do to protect themselves against STIs
Know that not everyone with an STI has symptoms
Understand how easily infections like chlamydia can spread among young people
Understand that non-barrier forms of birth control do not protect against STI
Begin to explore effective communication surrounding condom use
Understand that the human body has many natural defences to fight infection, including the three main lines of defence
Understand that vaccines help prevent a range of bacterial and viral infections
Understand that the most common infections such as the common cold or sore throat are not prevented by vaccines
Understand that antibiotics only work on bacterial infections
Understand that most common infections will get better by themselves through time, bed rest, hydration, and healthy living
Understand that if you have antibiotics prescribed, finish the course. If, for whatever reason you have leftover antibiotics, you should dispose of them by returning these to your local pharmacy
Understand that you must not use leftover antibiotics from a previous course or antibiotics prescribed for other people
Understand that bacteria are becoming resistant to antibiotics due to overuse
Campaign Focus
Human health
Animal health
Campaign Setting
School
Community
Use of Scientific Evidence
Yes
Educational model applied
Participatory
Transmissive
Gamified
Content Complexity Level
Basic
Adaptation to Educational Levels
Adolescents
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
adolescents
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
Campaign timeline information incomplete or missing
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.
Including links to scientific sources where relevant may enhance transparency and support users seeking more information.
Lessons learned

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