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Background Child sexual abuse and exploitation, including online material depicting such acts, constitute a major public health concern. Prevention efforts likely benefit from public understanding and destigmatization, yet communication strategies on this topic face persistent misconceptions and strong emotional reactions. This randomized controlled online study examined whether brief educational and humanizing communication interventions influenced knowledge, attitudes, and behavioral intentions related to prevention, while avoiding adverse emotional or ethical effects. Methods A total of 2,019 adults from Spain and Portugal were recruited via an online panel and randomly assigned to one of four conditions: an educational message, a humanizing message with empathy focus, a humanizing message with prevention focus, or a neutral control message. Each intervention consisted of a short video and accompanying text presented as part of a health information campaign. Measures included affective state, stigma-related attitudes, literacy about therapeutic options, openness toward the topic, and behavioral intention to seek information. Results Exposure to any intervention message led to short-term changes in affective responses, with lower positive valence and slightly higher arousal compared to the control group (medium effect for valence, small for arousal). No significant differences emerged for stigma dimensions, knowledge, openness, or behavioral intentions. All three intervention formats performed similarly. The study did not identify measurable short-term adverse or rebound effects on stigma. Dropout rates did not differ across conditions, but languages. Conclusions Brief communication interventions elicited short-term affective responses without evidence of increased stigma or avoidance on the measured outcomes. While the present single exposures appear insufficient to change attitudes or behavior, such formats may serve as a foundation for repeated, multi-channel prevention messaging integrated into broader educational efforts. Trial registration German Clinical Trials Register (DRKS), DRKS00038927, retrospectively registered on 09/01/2026.

The intensive care unit (ICU) is a highly disease-focused environment where patients are often perceived primarily through their diagnoses rather than as individuals. The Get-To-Know-Me Board (GTKMB) was introduced as a humanizing tool to highlight patients’ personal attributes and foster person-centered care. Despite being found valuable in supporting humanized caring and fostering communication, completion rates at our institution remained low. Through a stakeholder-driven quality improvement initiative, we tested sequential interventions including reminders and checklists, visual magnets, and educational pamphlets to improve and increase the use of the GTKMB. These measures produced modest gains, with reminders and checklists yielding the most notable improvement. Barriers to using the GKTMB included unclear ownership, timing, and inconsistent integration into workflow. Our experience underscores both the promise and limitations of humanizing interventions in critical care. Sustainable implementation requires multidisciplinary buy-in and integration into daily routines. Whereas humanizing tools such as the GTKMB should be evaluated for their impact on meaningful patient outcomes, such outcomes are not clearly established; therefore, we embark on the necessary first step of a method of implementation.

The goal of this qualitative study is to provide theoretical knowledge and design principles for a creative educational environment characterized by simultaneous study and exploration of science or math, and the arts: Write a Science Opera (WASO). To do so, we used a theory of creativity in education which links collaborative co-creation in creative activity, and identity: Wise Humanizing Creativity (WHC). Data were collected from teachers in interventions during which the WASO environment was implemented in two Norwegian primary schools. The topics of study were the multiplication table at the first school, and temperature at the second. Data relating to these participants' experiences and perceptions were coded and analyzed in order to articulate the kind of creative activity witnessed. The data, which consisted of interviews and reflective notes, were analyzed based on Educational Design Research (EDR) theory in order to explore design principles which could enrich WASO in the future, as well as to provide theoretical knowledge to other educational researchers.