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The feasibility and acceptability of height-adjustable stand-up desks in a self-contained classroom for students with
Sara K Rosenkranz1, Bradyn S Nicholson2, Donya Shahamati1
1Department of Kinesiology and Nutrition Sciences, School of Integrated Health Sciences, University of Nevada, Las Vegas, NV 89154, United States.
Background:
Using height-adjustable stand-up (stand-up) desks within classrooms for students with emotional disturbances may be beneficial for reducing sedentary behavior and promoting positive classroom behaviors.
Aims:
To investigate the feasibility and acceptability of stand-up desks for students with emotional disturbances and determine the preliminary effects of stand-up desks on sedentary time (SED), physical activity (PA), and classroom behaviors.
Methods And Procedures:
Four participants aged 12-14 years alternated using traditional or stand-up desks in a 10-week crossover design across one school year. Feasibility and acceptability were assessed using teacher-reported and student-reported data. During each assessment period, SED and PA were assessed using ActiCal accelerometers. Classroom behaviors were determined through teacher and student reporting using the Revised ATTAIN Lab Sit-to-Stand questionnaire.
Outcomes And Results:
Participants spent 220-276 min in the classroom daily. While using the stand-up desks, three out of four students spent >75 % of classroom time standing, enjoyed using the desks, and wanted to continue using them "very much." Compared to traditional desks, when using the stand-up desks participants spent significantly less time being sedentary (696.3 ± 194.9 min vs. 925.7 ± 269.4 min; p = .03) and more time in light physical activity (573.0 ± 101.5 min vs. 349.3 ± 179.6 min; p = .045) during the school week. Classroom behaviors were rated more positively when using stand-up desks as compared with traditional desks, including quality of work, mood states, and positive behaviors, with lower ratings for disruptive behaviors (ps ≤ .05).
Conclusions And Implications:
Results of this pilot study indicate that stand-up desks may be feasible and acceptable in a self-contained classroom for students with emotional disturbances, and their use for this population should be evaluated for longer durations using larger sample sizes.
