Assessing the impact of lateral flow testing strategies on within-school SARS-CoV-2 transmission and absences: A modelling study

Rapid testing strategies that replace the isolation of close contacts through the use of lateral flow device tests (LFTs) have been suggested as a way of controlling SARS-CoV-2 transmission within schools that maintain low levels of pupil absences. We developed an individual-based model of a secondary school formed of exclusive year group bubbles (five year groups, with 200 pupils per year) to assess the likely impact of strategies using LFTs in secondary schools over the course of a seven-week half-term on transmission, absences, and testing volume, compared to a policy of isolating year group bubbles upon a pupil returning a positive polymerase chain reaction (PCR) test. We also considered the sensitivity of results to levels of participation in rapid testing and underlying model assumptions. While repeated testing of year group bubbles following case detection is less effective at reducing infections than a policy of isolating year group bubbles, strategies involving twice weekly mass testing can reduce infections to lower levels than would occur under year group isolation. By combining regular testing with serial contact testing or isolation, infection levels can be reduced further still. At high levels of pupil participation in lateral flow testing, strategies replacing the isolation of year group bubbles with testing substantially reduce absences, but require a high volume of testing. Our results highlight the conflict between the goals of minimising within-school transmission, minimising absences and minimising testing burden. While rapid testing strategies can reduce school transmission and absences, they may lead to a large number of daily tests. Author summaryDuring the COVID-19 pandemic, a range of measures have been implemented to reduce transmission in schools. If an infected pupil is detected, one approach involves 'isolating' their contacts, who must then remain at home and not attend school. However, this may lead to high levels of pupil absences, which in turn may impact educational attainment. An alternative approach involves testing the contacts of infected individuals each day, who are allowed to attend school if they test negative. This can be achieved using lateral flow device tests, which can be taken at home and return a result in under thirty minutes. In this paper, using an individual-based model, we compare the impact of strategies that use lateral flow device tests to rapidly test secondary school pupils to strategies that require the contacts of infected individuals to isolate. We find that a strategy that combines testing pupils regularly with testing the contacts of identified infected individuals for a period of seven days has the potential to keep both transmission and absences low. However, such a strategy requires a high number of tests. Our results demonstrate the conflict between the competing aims of minimising transmission, minimising absences, and minimising test burden.

Automated summary

Rapid testing strategies using lateral flow device tests can effectively control SARS-CoV-2 transmission in schools and reduce student absences. Regular mass testing can achieve lower infection levels compared to isolating students. Combining regular testing with contact testing or isolation can further reduce infection levels. While rapid testing strategies can reduce school transmission and absences, they may require a large number of tests.