Real-world utilisation of SARS-CoV-2 rapid antigen testing to enable face-to-face learning in Australian schools, an ecological study.
Aust N Z J Public Health
; 48(3): 100159, 2024 Jun.
Article
en En
| MEDLINE
| ID: mdl-38924953
ABSTRACT
OBJECTIVE:
The objective of this study was to describe the use of SARS-CoV-2 rapid antigen testing of COVID-19 contacts in New South Wales schools to determine return to in-person school attendance instead of home quarantine, between 6 November and 21 December 2021.METHODS:
COVID-19 school contacts were required to quarantine for two weeks postexposure to the case. Students who opted into daily rapid antigen testing logged their results in a database, prior to school attendance, and obtained SARS-CoV-2 nucleic amplification acid testing on day 12-16. Secondary attack rates (SARs) in schools utilising rapid antigen testing (Test-to-Stay schools) and those not utilising rapid antigen testing (non-Test-to-Stay school) were calculated.RESULTS:
We identified 9,887 people in 293 schools who reported performing at least one rapid antigen test (RAT). The SAR in RAT schools was 3.4% (95% confidence interval 2.7-4.1) and non-RAT schools was 2.8% (95% confidence interval 2.4-3.3). A total of 30,535 school days were preserved through this program.CONCLUSIONS:
The use of RATs preserved in-person learning without a significant increase to SAR. IMPLICATION FOR PUBLIC HEALTH Disruptions in face-to-face learning have long-term detrimental impacts on children and adolescents. Rapid antigen testing has been shown to be beneficial to maintain face-to-face learning in Australian schools and may be a useful method to safeguard from school disruptions in future pandemics.Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Instituciones Académicas
/
SARS-CoV-2
/
COVID-19
Límite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
País/Región como asunto:
Oceania
Idioma:
En
Revista:
Aust N Z J Public Health
Asunto de la revista:
SAUDE PUBLICA
Año:
2024
Tipo del documento:
Article