Educational Needs for Vector Borne Disease Preparedness: A Multi Country Teacher Study

Background

The geographic expansion of vectors has heightened the global risk of transmission of vector‑borne diseases (VBDs). Within Europe, VBDs are increasingly recognised as an emerging public health concern, underscoring the importance of public education to support prevention and preparedness. This study explored the need for educational materials on VBDs for children and young people by examining teachers’ knowledge, current teaching practices, and resource requirements.

Methods

A qualitative study was conducted with teachers from England, France, Norway, and New Caledonia (a French territory outside Europe) who teach science, geography, and health education to 5–18‑year‑olds. Data were analysed using thematic analysis.

Results

46 teachers took part in the focus groups. Most had a basic awareness of VBDs and its link with climate change, and the majority had never taught the topic. The teachers strongly emphasised the importance of VBD education and expressed a clear need for comprehensive, evidence‑based teaching resources. Reported barriers included limited curriculum time and the absence of VBD‑related content in existing programmes of study. Participants highlighted that clear terminology, structured content, and opportunities for students to engage with real‑world examples from other countries would enhance motivation and learning.

Conclusions

This study engaged teachers across diverse European VBD contexts to identify gaps in classroom preparedness and define requirements for effective teaching resources. It resulted in evidence-based materials designed to address these gaps, supporting improved teacher confidence, stronger curriculum integration, and behaviour-changing learning amongst students. As one of the first European studies to assess VBD education needs across countries facing emerging, locally transmitted, and established vector-borne threats, it introduces an innovative, cross-regional approach to strengthening public health preparedness.

Key messages

• Teachers from non-endemic European settings recognise the growing risks posed by VBDs, acknowledge the need to educate students, and express strong interest in accessible resources to support this.

• Co‑developing clear, tailored teaching resources strengthens public health preparedness by improving teacher confidence, embedding VBD content in lessons, and promoting behaviour‑changing learning.