The role and needs of teachers/schools in infection prevention and control post COVID-19

Abstract

Objectives

COVID-19 highlighted the importance of infection prevention and control (IPC) across all settings. This study aimed to understand current teacher IPC knowledge and measures in schools, the teacher's role in infectious disease outbreaks in schools, school/teachers' needs around IPC, and how all these may have changed since the COVID-19 pandemic.

Study design

This was a mixed-method cross-sectional study with teachers from England.

Methods

Quantitative data was collected via an online survey and qualitative data via focus group interviews. Survey questions were reviewed using descriptive analysis, and thematic analysis was used for the open-ended survey questions and focus group interviews.

Results

A total of 1000 teachers completed the survey across a range of teaching roles; 8 headteachers participated in the workshops.

Respondents reported that IPC measures are now less frequently implemented during an infectious disease outbreak than during the pandemic. About 71 % of respondents who have been teaching for at least 2 years (at the time of the survey) said their role has changed since the pandemic; now having more responsibility for pupil health and hygiene, and 72 % of them reported feeling better prepared to deal with a public health outbreak compared to pre-pandemic.

Furthermore, around 84 % reported they had no IPC training, and 1-in-3 (35 %) had unmet IPC needs.

Conclusion

Schools and teachers play a pivotal role in preventing the spread of communicable disease as highlighted during the COVID-19 pandemic. Training and updated policies would support the educational workforce who feel their needs are not being met.