The spread of SARS-CoV-2 at school through the different pandemic waves: a population-based study in Italy

Child Transmission of SARS-CoV-2 Throughout the Pandemic: An Updated Systematic Review and Meta-Analysis

BACKGROUND

This systematic review sought to characterize child-to-child and child-to-adult transmission of severe acute respiratory coronavirus 2 (SARS-CoV-2).

METHODS

A systematic review was conducted from April 1, 2021, to December 15, 2023, to estimate secondary attack rates (SARs) and secondary infections per index case (case rate) from index cases up to age 20 years. SAR and case rate were analyzed based on age, setting, country and variant prevalence. Meta-analysis was conducted on the SAR data.

RESULTS

Eighty-six studies were included, representing 33,674 index cases. The total pooled SAR was 0.11 (95% CI: 0.07-0.16); 0.05 (95% CI: 0.03-0.10) for child-to-child transmission and 0.15 (95% CI: 0.07-0.30) for child-to-adult transmission. Pooled SAR in households was 0.28 (95% CI: 0.24-0.34) and was 0.02 (95% CI: 0.01-0.04) in schools.

CONCLUSIONS

The role of children in SARS-CoV-2 transmission is small, particularly in schools. This work can help inform policies that effectively reduce transmission while minimizing adverse effects on children.

COVID-19 monitoring of school personnel through molecular salivary test and dried blood spot analysis

Background

When the coronavirus disease 2019 (COVID-19) pandemic broke out, most countries enforced school closures as a precautionary measure. Although COVID-19 is still present three years later, schools have been reopened. We aimed to test the association of molecular salivary testing (MST) and dried blood spot (DBS) analysis for community surveillance by investigating the immunological profile of a group of school staff during and following COVID-19 vaccination.

Methods

We conducted the study in a school in Milan from April 2021, when school staff were administered the first dose of vaccine against SARS-CoV-2, until the school year ended in June 2022. Each participant provided samples for MST and DBS one month (T1, W1) after receiving their first dose of vaccine. Subsequently, they collected weekly MST samples for five weeks (W2-W6), plus a DBS sample in the last week (T2). Both samples were collected one (T3), four (T4), and seven months (T5) after the administration of the second vaccine dose in May 2021. A final DBS sample was collected one year (T6) after T3.

Results

Sixty participants provided 327 MSTs and 251 DBSs. None of the MST samples tested positive for SARS-CoV-2 RNA during the study period. A total of 201 DBS samples tested positive for the IgG semiquantitative analysis. Negative samples were found only at T1 (20.45%) and T2 (7.32%). We observed borderline results at T1 (4.55%), T2 (7.32%), and T4 (2.70%). The anti-SARS-CoV-2 average antibody ratio increased after the second dose between T2 and T3, and the trend peaked after the third dose between T4 and T6. We performed an immunoenzymatic assay of antibodies against nucleocapsid protein on samples collected at T1 from five participants who reported having been infected before the study and from four subjects with an abnormal increase in the antibody values at T4. Two samples tested positive in the first group and two in the second one.

Conclusions

Our findings show that MST and DBS could be effective tools in the active surveillance of school personnel and that schools could be considered safe settings in view of SARS-CoV-2 infection. Vaccines might have contributed to case and/or symptom reduction.

The next 'pandemic playbook' needs to prioritize the needs of children-and a clear roadmap for opening schools

The national influenza pandemic response plan includes short-term school closures as an infection mitigation measure, based on modeling data regarding the role of pediatric populations and schools as drivers of disease spread. Modeled estimates regarding the role of children and their in-school contacts as drivers of community transmission of endemic respiratory viruses were used in part to justify prolonged school closures throughout the United States. However, disease transmission models extrapolated from endemic pathogens to novel ones may underestimate the degree to which spread is driven by population immunity and overestimate the impact of school closures as a means of reducing child contacts, particularly in the longer-term. These errors, in turn, may have caused incorrect estimations about the potential benefits of closing schools on a society level while simultaneously failing to account for the significant harms of long-term educational disruption. Pandemic response plans need to be updated to include nuances regarding drivers of transmission such as pathogen type, population immunity, and contact patterns, and disease severity in different groups. Expected duration of impact also needs to be considered, recognizing that effectiveness of different interventions, particularly those focused on limiting social interactions, are short-lived. Additionally, future iterations should include risk-benefit assessments. Interventions that are particularly harmful to certain groups, such as school closures are on children, should be de-emphasized and time limited. Finally, pandemic responses should include ongoing and continuous policy re-evaluation and should include a clear plan for de-implementation and de-escalation.