Teacher Perspectives on Standing Desks in the Classroom: A Community-Engaged Approach to Reducing Sedentary Behavior...

Objective Reducing sedentary behavior in youth is a global health priority, with classroom-based interventions, such as standing desks, offering potential benefits. This study used community-engaged research (CEnR) methods to inform the development of a standing desk intervention by assessing teacher perspectives on implementation barriers and relevant study outcomes in K-12 schools. Methods An electronic survey was administered on February 7-8, 2024, to Pennsylvania teachers via the Penn State PRO Wellness Healthy Champions program, which provides online wellness resources to schools, along with the publication of a monthly newsletter. Eligible respondents taught K-12 students in brick-and-mortar schools. The 48-item survey assessed demographics, use of activity-permissive learning environments (APLE) including standing desks, willingness to trial APLE, and acceptability of study outcomes. Results Of 81 initial respondents, 48 met the inclusion criteria. Teachers were predominantly white (44/48, 91.7%), female (34/48, 70.8%), and > 40 years old (26/48, 54.2%). Most (45/48, 93.8%) used traditional desks; only (14/48, 29.2%) currently use APLE. A majority (30/48, 62.5%) expressed willingness to trial standing desks. Barriers included cost, space limitations, and lack of administrative support. Teachers prioritized improvements in student concentration (22/48, 45.8%) over health-related outcomes. Questionnaire-based outcome measures were most acceptable, while biometric measures (e.g., BMI, blood pressure) and finger-prick blood collection were viewed less favorably. Logistic regression found no demographic predictors of willingness to trial standing desks. Conclusion Teachers' interest in classroom standing desks centers on potential benefits for student focus and behavior, with hesitancy around health data collection and logistical constraints. These findings guided the research team's CEnR approach to school partnerships, resulting in the inclusion of concentration-related outcomes and planning for barriers in the study design. Engaging educators early in the research process supported alignment between research goals and community priorities, enhancing the feasibility of a school-based standing desk intervention.