Eight ways Australia can help in the fight against bird flu

The deadly H5N1 strain of bird flu has now spread from migratory* birds to infect resident Australian birds. Clusters of dead birds have been found in several locations. The virus has been predicted to infect other wildlife, most notably mammals.

Death rates from the virus range from 75-100 per cent in poultry* and some wild bird species. Great uncertainty remains around how big the death toll could be over both the short and long-term. Native species such as the black swan are highly vulnerable to the virus, while others could prove more resilient*.

Based on what has happened in other countries, we can expect many thousands, if not millions, of Australian birds and large numbers of mammals to perish. Poultry will likely become infected, while some beloved pets could even die.

Overall, the populations of many Australian species are likely to plummet. Some threatened species will move closer to extinction, and relatively safe species could become threatened. As the virus spreads through widespread species such as silver gulls, white ibis, pigeons, ducks and crows, many of us will face wildlife deaths close to home.

Facing a threat like this can make us feel powerless. But there are things we can do to help.

BLOW AFTER BLOW FOR WILDLIFE
Over the 2019-20 summer, megafires destroyed forests and wildlife. In 2025, the lethal South Australian algal bloom stripped away large marine areas.

The prospect of yet another serious blow to wildlife has been upsetting for conservationists*, wildlife carers and people who love nature.

To date, the official messaging asks us to watch for, report and record sick birds and mammals. Reporting is important, but it risks leaving the community feeling like they have no way of fighting back against the disease. However, the situation remains far from hopeless. Now is the time to act.

WHAT CAN BE DONE?
Following overseas work on ways to reduce the toll, researchers have come up with eight actions.

1. Tackle other threats to give species a fighting chance
While federal, state and territory response plans have not been made public, what we do know suggests a focus on controlling threats other than bird flu, especially for species that are threatened.

For example, locally removing predators such as cats and foxes could give more creatures a chance to get through the first wave of bird flu. Banning duck hunting could also reduce one threat to wildlife.

2. Secure insurance populations
Threatened birds and mammals with populations in captivity provide some security. We could boost these insurance* populations by increasing their genetic diversity* and the number of individuals kept.

For at-risk species without these populations, we might have to collect wild animals before infection reaches them (where practical). While zoos offer the most protection, there is also scope to move species (such as northern quolls) to safer wild places.

3. Vaccinate species at risk
New Zealand authorities have already been giving vaccines to birds at risk. To date, Australia has not been doing so, though policymakers have been exploring the option. Limited trials in mammals have been undertaken in the United States.

Wild animals have to be caught, given the vaccine, and recaptured for a booster 4-6 weeks later. This process is challenging but often possible. In the US, authorities captured and vaccinated endangered Californian condors, then released them back to the wild.

Australia needs to explore new vaccines, especially for mammals.

4. Widen monitoring
We need good monitoring to track the spread of the virus, understand whether our efforts have helped and plan future actions. Monitoring will show what the virus has done to species, track viral mutations* and assess survival rates.

For many seabirds and waterbirds, existing programs give researchers good estimates of current population size. This data will let them estimate declines and any recoveries. But they don’t have strong estimates for other at-risk bird and mammal species. This gap needs to be rapidly filled with funding for targeted monitoring. Citizen scientists can also help.

5. Expand research
A lot of Australian fauna is very distinct from species overseas, meaning lessons learned elsewhere won’t necessarily apply to our animals. We need to know which species are most vulnerable, which species spread the virus most effectively, whether survivors have weakened immune systems as a result of the virus and how much genetic diversity has been lost.

6. Slow the spread
The virus spreads rapidly in contaminated water and through the movements of infected birds and mammals. Even so, we can slow the spread. In some situations, authorities can remove sick or dead animals to reduce the chance of scavenging birds and animals eating them and catching then spreading the virus.

Some areas may need to be closed to the public to reduce infection risks. It may be necessary to shut down some water sources or make them less attractive to waterfowl, who are often good carriers* of the virus. Poultry farmers will need to control water sources too, to avoid attracting infected birds.

7. Involve interested groups
Authorities must ensure community members, landowners, First Nations groups and conservationists are involved in creating response plans. Bird flu is a shared problem. Governments cannot respond alone.

8. Look for some silver linings
This virus will likely have dire consequences for many species. But it could also kill introduced predators and scavengers such as feral pigs, cats, foxes and common mynas.

TIME TO ACT
The damage this virus will do isn’t set. We can shape some outcomes. We believe this package of actions could help us avoid the worst future for Australian birds and mammals – and encourage their recovery.

Authored by Charles Darwin University Professor of Conservation Biology John Woinarski, Deakin University School of Life & Environmental Sciences Professor in Wildlife Ecology and Conservation Euan Ritchie and Charles Darwin University Professor of Conservation and Sustainable Livelihoods Stephen Garnett, with helpful feedback from ecologist Tanya Loos.

POLL

GLOSSARY

• migratory: birds that fly to different parts of the world during the warmer and colder months
• poultry: birds raised by humans for meat, feathers or eggs, such as chickens, turkey and ducks
• resilient: able to bounce back following illness
• conservationists: people dedicated to helping the survival of different species
• insurance: back up animals to maintain breeding programs if wild populations are killed
• genetic diversity: animals with a wide range of characteristics as expressed in their DNA, which ensures better survival of the species
• mutations: when the virus adapts to become better at infecting someone it changes into a mutation of its original form
• carriers: animals that carry the virus and can pass it onto others without actually being sick themselves

EXTRA READING
Cat curfews due to bird flu fears
Bird flu strikes mainland Antarctica
Why washed up birds are a worry

QUICK QUIZ
1. What type of species are most at risk from the H5N1 strain of bird flu?
2. What are some things Australia can do to help avoid the worst outcome for our wildlife?
3. What role did migratory birds play in the spread of the H5N1 strain?
4. Which two countries have been vaccinating wildlife against the strain?
5. Other than birds, which other type of animal is at risk of contracting H5N1 bird flu?

LISTEN TO THIS STORY

CLASSROOM ACTIVITIES
1. What would you say?
What would you say to a younger kid who was really upset and scared about bird flu as another environmental disaster? Write what you would tell them. Your purpose is to help them to understand the situation but to also feel that there are things that can give us hope. Use information from the story and perhaps your research skills for ideas.

Time: Spend at least 25 minutes on this activity
Curriculum Links: English, Science, Personal and Social Capability

2. Extension
How do you think bird flu is spread? Brainstorm your ideas. Then, use your research skills to find out if you are correct. Use the information that you have found to think of at least two more actions that you think could be taken to help stop the spread or protect our birds.

Time: Spend at least 30 minutes on this activity
Curriculum Links: English, Science

VCOP ACTIVITY
Read this!
A headline on an article – or a title on your text – should capture the attention of the audience, telling them to read this now. So choosing the perfect words for a headline or title is very important.

Create three new headlines for the events that took place in this article. Remember, what you write and how you write it will set the pace for the whole text, so make sure it matches.

Read out your headlines to a partner and discuss what the article will be about based on the headline you created. Discuss the tone and mood you set in just your few, short words. Does it do the article justice? Will it capture the audience’s attention the way you hoped? Would you want to read more?

Consider how a headline or title is similar to using short, sharp sentences throughout your text. They can be just as important as complex ones. Go through the last text you wrote and highlight any short, sharp sentences that capture the audience.