Modifying the classroom environment to increase standing and reduce sitting

Abstract

A reduction in sedentary behaviour (e.g. the length of time spent sitting) may prevent or reverse childhood obesity. The effectiveness of a ‘dynamic classroom’ environment in increasing standing and reducing sitting time in children was determined. A controlled trial with 26 (n = 18 intervention) New Zealand children (aged 9.8 ± 0.4 years; mean ± SD) was conducted. The intervention class received height-appropriate workstations for 22 weeks while the control class retained traditional desks and chairs. Children's sitting and standing were measured at three time points (baseline, week 5, week 9). Pain, inattention and hyperactivity were also assessed. At week 22, qualitative data were collected via a focus group and an interview and analyzed using the thematic framework. Mean differences were interpreted using standardized magnitude thresholds. On weekdays (during waking hours) there was on average a large increase in overall standing, 55 minutes per day over nine weeks of intervention compared with the control classroom. Children's overall sitting time reduced, but the changes were small. There were no substantial differences between the control and intervention classrooms in pain and inattention-hyperactivity mean scores. Children enjoyed working at the height-appropriate standing workstations. Teachers were supportive of the dynamic classroom environment. Height-appropriate standing workstations can be successfully integrated into classrooms to increase overall standing and decrease sitting time.

Keywords:

• active design
• active living
• children
• health
• school classrooms
• sitting
• standing desks

Acknowledgements

The authors extend their appreciation to the principals, teachers and staff of participating primary schools, children and parents, and Dr Les McGrath for their support and help.

Disclosure statement

No potential conflict of interest was reported by the authors.