Embedding antimicrobial resistance education in schools: findings from a national curriculum review

Antimicrobial resistance (AMR) is one of the most pressing health challenges of our time. Without effective antibiotics and other antimicrobials, routine medical procedures, complex surgeries, and the treatment of infectious diseases all become far riskier. Tackling AMR requires a whole-society approach – and education plays a critical role in equipping the next generation with the knowledge and behaviours needed to preserve the effectiveness of these vital medicines.

As part of our AMR Education Project, a comprehensive review has been conducted of the national curriculum for England and the GCSE specifications of the three major exam boards (Pearson Edexcel, AQA and OCR). The review set out to answer three key questions:

1. In which subjects is AMR-related content currently taught?

2. What opportunities exist for cross-subject connections?

3. Where are the gaps that need addressing?

What the review found

The findings show that AMR-related content is most directly covered in Biology curricula, where students already learn about microorganisms, antibiotics, and disease. However, the depth and emphasis of this teaching varies between exam boards, creating inconsistent opportunities for pupils to develop a full understanding of AMR.

Beyond Biology, some related content is found in subjects such as History, Geography, Citizenship, and Food Preparation & Nutrition, but these references are often indirect – for example, through the study of past pandemics, sanitation, or food safety. This fragmented approach risks leaving students without a coherent understanding of AMR as an issue that’s scientific, behavioural as well as societal.

Why this matters

Cross-curricular approaches help students develop deeper, more lasting understanding by showing how topics connect across different subjects. They also highlight that AMR is a challenge that affects, and is affected by, all parts of society. 

A more holistic approach to AMR education can further encourage informed everyday behaviours, such as understanding when antibiotics are necessary and recognising the importance of infection prevention in daily life. 

Next steps

The insights from this review will guide the Fleming Educational Project in designing evidence-based, targeted interventions that:

• Align with statutory curriculum and exam board requirements

• Engage students through relevant and relatable learning

• Support teachers by complementing, rather than overloading, the curriculum

By filling the current gaps and strengthening cross-subject links, this work will ensure that AMR education is delivered consistently, meaningfully, and sustainably in schools across England.

Conclusion

AMR is a global crisis, but education offers a powerful tool for change. This curriculum review provides the foundation for developing teaching materials that are relevant, engaging, and aligned with existing frameworks. By embedding AMR more fully across the curriculum, we can help prepare young people to play their part in safeguarding the medicines of today – and tomorrow.

The full curriculum review can be accessed here:

Mapping Antimicrobial Resistance Education across England’s Secondary School Curriculum.pd

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A complimentary Viewpoint is published on JAC-Antimicrobial Resistance.