Standing desks are associated with higher academic engagement in primary-school classrooms¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Dornhecker et al., intervention classrooms showed higher academic engagement than controls in both fall (+4.21) and spring (+0.72) semesters. → Guirado Terry 2021

Evidence¶

Guirado Terry 2021¶

Guirado Terry, Chambonnière Camille, Chaput Jean-Philippe, Metz Lore, Thivel David, Duclos Martine. (2021). Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph18062828

q2 · i? · review · r3

Table 4 entry for Dornhecker et al. (2015), a non-randomized controlled study across 3 elementary schools (N=282, grades 2–4) using the BOSS observation method over 5 months. Engagement favored the standing-desk group in both semesters (p = 0.003 each); grade-level differences were not significant. No standardized effect size is printed.

"Academic engagement: Fall semester: IG > CG: +4.21 (p = 0.003) Spring semester: IG > CG: +0.72 (p = 0.003)"

Discussion¶

Related Claims¶

• The evidence base on classroom active desks is limited by heterogeneous, weak study designs, preventing firm conclusions per desk type — related
• Upright active desks reduce classroom sitting time and increase standing time in primary-school children — related
• Children using cycling desks showed improved inhibitory control and selective attention on some tasks — related
• Higher kindergarten negative expressivity and steeper negative expressivity trajectories each inversely predicted first-grade observed school engagement — related