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e-Bug: Key Stage 4 (14-16 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
Adolescents
Ages 14-16 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 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 using a variety of concepts and models to develop scientific explanations
Understand that some microbes can keep us healthy
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
Begin to explore scientific research
Understand that microbes are important in decomposition and nutrient recycling
Understand how harmful microbes (pathogens) can pass from person to person
Understand that sometimes microbes can make us ill and cause infection
Understand that different infections cause different symptoms
Understand how global travel has influenced the spread of disease
Understand how infectious diseases impact the local community
Understand that infection can be spread through unclean hands
Understand that handwashing can prevent the spread of infection
Understand how pathogens can be transmitted
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 that non-barrier forms of birth control do not protect against STIs
Understand how easily infections like chlamydia can spread among young people
Begin to explore effective communication surrounding condom use
Understand that vaccinations help individuals to develop immunity against an infection(s) and helps to fight off the infection(s)
Understand why vaccines are important to students now and throughout their life
Understand the important diseases prevented by vaccines, and why these are important to young people, including students
Understand how the media, and epidemics, can affect vaccine uptake positively and negatively
Understand that antibiotics do not work on viruses, as bacteria and viruses have different structures
Understand that bacteria are continually adapting to develop ways of not being killed by antibiotics, this is called antibiotic resistance
Understand that taking antibiotics also affects your useful bacteria, not just the ones causing an infection
Understand that antibiotic resistant bacteria can be carried by healthy or ill people and can be passed on silently to others
Understand that antibiotic resistance spreads between different bacteria within our body
Understand that controlling antibiotic resistance is everyone’s responsibility, including you
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
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
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