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Classroom Standing Desks and Sedentary Behavior: A Systematic Review.
Karl E Minges1, Ariana M Chao2, Melinda L Irwin3
1School of Nursing, Yale University, Orange, Connecticut; karl.minges@yale.edu.
Standing desks in schools effectively reduce children's sitting time and increase standing time. This strategy shows potential for improving physical activity and classroom behavior in elementary students.
Area of Science:
- Pediatric Health Promotion
- Environmental Health Interventions
- Childhood Sedentary Behavior Research
Background:
- Reducing sedentary behavior is crucial for child health.
- School-based standing desks offer a feasible environmental strategy.
- Standing desks may help mitigate health risks associated with prolonged sitting in children.
Purpose of the Study:
- To evaluate the impact of school standing desk interventions.
- Assessed effects on sedentary behavior and physical activity.
- Examined health, academic, and behavioral outcomes in school-aged children.
Main Methods:
- Systematic review of eight studies.
- Included quasi-experimental, randomized controlled trials, and pre-post designs.
- Searched multiple databases (Embase, Medline, PsycINFO, Web of Science, Global Health, CINAHL).
Main Results:
- Standing time increased across all studies (effect sizes 0.38-0.71).
- Sitting time decreased by 59-64 minutes (effect sizes 0.27-0.49).
- Some studies reported increased physical activity, energy expenditure, and improved classroom behavior.
Conclusions:
- Initial evidence supports classroom standing desks for reducing sitting time.
- Potential benefits for elementary schoolchildren include increased standing and physical activity.
- Further research is needed on academic performance and chronic disease risk.
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