Abstract Antimicrobial resistance (AMR) is a significant global health threat, yet current efforts to engage young people on this issue remain insufficient despite their central role in shaping future antimicrobial stewardship. This editorial examines the need to rethink AMR education within secondary schooling, arguing for a shift from narrowly science-based instruction towards more holistic, interdisciplinary approaches that address the individual and societal drivers of AMR. A comprehensive review of the national curriculum and examination board specifications in England identified inconsistent and often superficial AMR coverage. Relevant content is largely confined to biology curricula, with minimal integration across subjects such as citizenship and geography, thereby missing clear opportunities to contextualize AMR as a societal, ethical, and behavioural challenge. The Fleming Education Project seeks to address this gap by developing an evidence-based educational intervention, co-designed with young people, to make AMR relevant, actionable, and personally meaningful. By embedding AMR learning and stewardship across diverse subjects and leveraging existing curricular entry points, the project aims to equip young people with the knowledge, attitudes, and behaviours required to prevent the spread of AMR from an early age, empowering them to become future champions of antimicrobial stewardship.
McKirdy et al. (Mon,) studied this question.
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