Flexible learning spaces reduce sedentary time in adolescents.

Area of Science:

• Educational environment research
• Public health
• Human movement science

Background:

• Schools are increasingly adopting flexible learning spaces (FLS) to enhance academic performance.
• FLS may offer unintended health benefits by reducing prolonged sitting among students.
• Understanding changes in student sedentary behavior is crucial for evaluating FLS effectiveness.

Purpose of the Study:

• To compare student sitting patterns in flexible learning spaces (FLS) versus traditional classrooms (TC).
• To investigate the impact of FLS on sedentary behavior and physical activity during class time.
• To assess potential health benefits associated with FLS implementation.

Main Methods:

• A school-based cross-over trial involving 191 secondary school students (mean age 13.2 years).
• Students wore activPAL accelerometers in both FLS and TC environments for a double classroom lesson.
• Data were analyzed using multilevel mixed-effects linear regression to compare sitting patterns.

Main Results:

• Students spent 18% less class time sitting in FLS compared to TC.
• FLS resulted in more frequent breaks in sitting and more intermittent sitting bouts per hour.
• Students in FLS spent more class time standing and stepping, and accumulated less prolonged sitting.

Conclusions:

• Flexible learning spaces (FLS) facilitate reduced sedentary behavior among adolescents.
• The design of FLS, including varied furniture and student-centered pedagogies, promotes healthier movement patterns.
• These improvements in sedentary profiles may lead to long-term health benefits by reducing overall and prolonged sitting.