Table 1 Identified factors impacting engagement with strategies and possible interventions to consider

Capability

Low knowledge/understanding about these NPI strategies in the community

Low knowledge about the strategies or the rational for their use

Communication efforts need to focus on outlining the rational for the use of the NPIs, as well practical knowledge of the ‘who, what, when, where’.

Low willpower to follow through with interventions

Low understanding about what you are allowed (and not allowed) to do when complying with quarantine/isolation recommendations.

Establish an understanding about the different terms (i.e. isolation vs. quarantine, school closure vs. classroom shutdowns). Avoid using them interchangeably.

Develop simple checklists to assist with complying with school closure, isolation, or quarantine

Low willpower to stay in the house for quarantine period

Guidance to the community about mask use must include information about where to purchase masks, the recommendations around type/material/fit, donning/doffing instructions.

Conflicting information about school closure from different sources

Designated community spokespersons to stimulate action (i.e. Key influencers: school leaders, church/community leaders, national advocacy peak body for people living with underlying health conditions etc)

Opportunity: Social and physical

Unable to access or purchase products (costs or availability)

Financial ramifications for taking time off work

Legislation/funding to support low paid workers having time off work due to illness, isolation/quarantine, and school closure requirements.

Uncertainty around exemptions for mask use

Employed in a public-facing occupation (e.g. retail, transportation, or service roles) or within health, aged or community and childcare, that prevents physical distancing.

It is inconvenient to be at home for quarantine period days due to work and other commitments.

Ensure there are effective systems in place to keep in contact with those impacted by school closure, isolation, quarantine measures: SMS vs. emails vs. social media messages.

Physical distancing recommendations do not account for housing arrangements, collectivist approaches to childcare and the cultural expectation of family members providing care for each other when sick.

Negative impact on school education

Restriction: Limited the number of masks that can be purchased by the community (while provide a clear rational). Redirect towards the use of cloth masks.

Misinformation and rumours spread via social media and other networks

Promotion of hand hygiene in public by providing hand sanitation stations at public events and public transport stations. Providing masks to people who cannot afford to purchase products. Links charities that can sew/provide masks to groups in need.

Information regarding NPIs does not adhere to recommendations around health literacy

Quality of the translated materials does not support knowledge/skills development.

Ensuring that when schools are closed, information is also communicated to local sports clubs and other out-of-school clubs.

Peers are actively discouraging the use of masks

Identify key influencers (champions) to model personal hygiene strategies via mass media/social media campaigns (ambassadors). Community peers being promoted to encourage each other (promoting solidarity and altruism).

Guidance to healthcare workers on how to talk to the public about mask and other hygiene measures.

Motivation

Perceptions around risk, severity and consequences are misaligned

Low levels of trust the information being given by local health authorities.

Information/Education: Simple, user friendly information on the strategies with balanced information about their impact and how to reduce the issues. Testing the emotional content to ensure there is no backfire effects.

Perceive the NPI to have a low level of effectiveness.

Misconceptions about the need to comply with the process

Acknowledge to the community that it is ok to feel worried and that in the coming weeks/months you may be asked to comply with [insert strategy]. We need to start priming out community about the possible need for introducing physical distancing measures.

Lacking society cues to act

Feeling anxious or stressed about complying with strategy

Concerns about the ability to access the necessary supplies needed during quarantine periods (including medications, food, and other necessities).

May only be motivated to wash hands when they are perceived to be ‘dirty’

Peer to peer motivation to promote engagement, highlight individual responsibility to contribute to collective goal.

There is a gender/age response impacting on compliance with hygiene measures.

Concerns about loneliness, boredom, and social stigmatisation

Communicating about the positive impact on communities from high levels of engagement- emphasizing social norms around the practices, that they represent the right and socially responsible thing to do.

Low levels of trust in government or health authorities

Financial ramifications for taking time off work

Poster/social media campaign using gain framing messages to influence feelings and actions (affect heuristic).

Use personal stories about people being in quarantine/had children out of school and what strategies they used. Consider using tailored approaches to target men and younger adults.

Gamifying hygiene rules at schools, workplaces, and homes

Incentives for adolescents/young adults to adopt mask use. Consider the use of social media

Care restructure- looking to trusted family members and friends to care for children. Taking it in turns to care for each other’s children if no other arrangements can be made. Encourage people to talk to their neighbours about their needs/contacts in the event of a quarantine period.

Consider the use of social mobilisation contracts: “As a community member, I pledge to protect my friends and family by … ..’ (could also use reciprocity)