An analysis of school absences in England during the Covid-19 pandemic

The introduction of SARS-CoV-2, the virus that causes COVID-19 infection, in the UK in early 2020, resulted in the UK government introducing several control policies in order to reduce the spread of disease. As part of these restrictions, schools were closed to all pupils in March (except for vulnerable and key worker children), before re-opening to certain year groups in June. Finally all school children returned to the classroom in September. In this paper, we analyse the data on school absences from September 2020 to December 2020 as a result of COVID-19 infection and how that varied through time as other measures in the community were introduced. We utilise data from the Educational Settings database compiled by the Department for Education and examine how pupil and teacher absences change in both primary and secondary schools. Our results show that absences as a result of COVID-19 infection rose steadily following the re-opening of schools in September. Cases in teachers were seen to decline during the November lockdown, particularly in those regions that had previously been in tier 3, the highest level of control at the time. Cases in secondary school pupils increased for the first two weeks of the November lockdown, before decreasing. Since the introduction of the tier system, the number of absences owing to confirmed infection in primary schools was observed to be significantly lower than in secondary schools across all regions and tiers. In December, we observed a large rise in the number of absences per school in secondary school settings in the South East and Greater London, but such rises were not observed in other regions or in primary school settings. We conjecture that the increased transmissibility of the new variant in these regions may have contributed to this rise in cases in secondary schools. Finally, we observe a positive correlation between cases in the community and cases in schools in most regions, with weak evidence suggesting that cases in schools lag behind cases in the surrounding community. We conclude that there is not significant evidence to suggest that schools are playing a significant role in driving spread in the community and that careful monitoring may be required as schools re-open to determine the effect associated with open schools upon community incidence.

A network modelling approach to assess non-pharmaceutical disease controls in a worker population: An application to SARS-CoV-2

BackgroundAs part of a concerted pandemic response to protect public health, businesses can enact non-pharmaceutical controls to minimise exposure to pathogens in workplaces and premises open to the public. Amendments to working practices can lead to the amount, duration and/or proximity of interactions being changed, ultimately altering the dynamics of disease spread. These modifications could be specific to the type of business being operated. MethodsWe use a data-driven approach to parameterise an individual-based network model for transmission of SARS-CoV-2 amongst the working population, stratified into work sectors. The network is comprised of layered contacts to consider the risk of spread in multiple encounter settings (workplaces, households, social and other). We analyse several interventions targeted towards working practices: mandating a fraction of the population to work from home; using temporally asynchronous work patterns; and introducing measures to create COVID-secure workplaces. We also assess the general role of adherence to (or effectiveness of) isolation and test and trace measures and demonstrate the impact of all these interventions across a variety of relevant metrics. ResultsThe progress of the epidemic can be significantly hindered by instructing a significant proportion of the workforce to work from home. Furthermore, if required to be present at the workplace, asynchronous work patterns can help to reduce infections when compared with scenarios where all workers work on the same days, particularly for longer working weeks. When assessing COVID-secure workplace measures, we found that smaller work teams and a greater reduction in transmission risk reduced the probability of large, prolonged outbreaks. Finally, following isolation guidance and engaging with contact tracing without other measures is an effective tool to curb transmission, but is highly sensitive to adherence levels. ConclusionsIn the absence of sufficient adherence to non-pharmaceutical interventions, our results indicate a high likelihood of SARS-CoV-2 spreading widely throughout a worker population. Given the heterogeneity of demographic attributes across worker roles, in addition to the individual nature of controls such as contact tracing, we demonstrate the utility of a network model approach to investigate workplace-targeted intervention strategies and the role of test, trace and isolation in tackling disease spread.

Short-term forecasts to inform the response to the COVID-19 epidemic in the UK

BackgroundShort-term forecasts of infectious disease can aid situational awareness and planning for outbreak response. Here, we report on multi-model forecasts of Covid-19 in the UK that were generated at regular intervals starting at the end of March 2020, in order to monitor expected healthcare utilisation and population impacts in real time. MethodsWe evaluated the performance of individual model forecasts generated between 24 March and 14 July 2020, using a variety of metrics including the weighted interval score as well as metrics that assess the calibration, sharpness, bias and absolute error of forecasts separately. We further combined the predictions from individual models into ensemble forecasts using a simple mean as well as a quantile regression average that aimed to maximise performance. We compared model performance to a null model of no change. ResultsIn most cases, individual models performed better than the null model, and ensembles models were well calibrated and performed comparatively to the best individual models. The quantile regression average did not noticeably outperform the mean ensemble. ConclusionsEnsembles of multi-model forecasts can inform the policy response to the Covid-19 pandemic by assessing future resource needs and expected population impact of morbidity and mortality.

Modelling SARS-CoV-2 transmission in a UK university setting

Around 40% of school leavers in the UK attend university and individual universities generally host thousands of students each academic year. Bringing together these student communities during the COVID-19 pandemic may require strong interventions to control transmission. Prior modelling analyses of SARS-CoV-2 transmission within universities using compartmental modelling approaches suggest that outbreaks are almost inevitable. We constructed a network-based model to capture the interactions of a student population in different settings (housing, social and study). For a single academic term of a representative campus-based university, we ran a susceptible-latent-infectious-recovered type epidemic process, parameterised according to available estimates for SARS-CoV-2. We investigated the impact of: adherence to (or effectiveness of) isolation and test and trace measures; room isolation of symptomatic students; and supplementary mass testing. With all adhering to test, trace and isolation measures, we found that 22% (7% - 41%) of the student population could be infected during the autumn term, compared to 69% (56% - 76%) when assuming zero adherence to such measures. Irrespective of the adherence to isolation measures, on average a higher proportion of students resident on-campus became infected compared to students resident off-campus. Room isolation generated minimal benefits. Regular mass testing, together with high adherence to isolation and test and trace measures, could substantially reduce the proportion infected during the term compared to having no testing. Our findings suggest SARS-CoV-2 may readily transmit in a university setting if there is limited adherence to nonpharmaceutical interventions and/or there are delays in receiving test results. Following isolation guidance and effective contact tracing curbed transmission and reduced the expected time an adhering student would spend in isolation.

The impact of school reopening on the spread of COVID-19 in England

By mid-May, cases of COVID-19 in the UK had been declining for over a month; a multi-phase emergence from lockdown was planned, including a scheduled partial reopening of schools on 1st June. Although evidence suggests that children generally display mild symptoms, the size of the school-age population means the total impact of reopening schools is unclear. Here, we present work from mid-May that focused on the imminent opening of schools and consider what these results imply for future policy. We compared eight strategies for reopening primary and secondary schools in England. Modifying a transmission model fitted to UK SARS-CoV-2 data, we assessed how reopening schools affects contact patterns, anticipated secondary infections and the relative change in the reproduction number, R. We determined the associated public health impact and its sensitivity to changes in social-distancing within the wider community. We predicted reopening schools with half-sized classes or focused on younger children was unlikely to push R above one. Older children generally have more social contacts, so reopening secondary schools results in more cases than reopening primary schools, while reopening both could have pushed R above one in some regions. Reductions in community social-distancing were found to outweigh and exacerbate any impacts of reopening. In particular, opening schools when the reproduction number R is already above one generates the largest increase in cases. Our work indicates that while any school reopening will result in increased mixing and infection amongst children and the wider population, reopening schools alone in June was unlikely to push R above one. Ultimately, reopening decisions are a difficult trade-off between epidemiological consequences and the emotional, educational and developmental needs of children. Into the future, there are difficult questions about what controls can be instigated such that schools can remain open if cases increase.