Literature Review – Environmental Change

Initiative Description: Literature review on the use of standing desks in the classroom. Study selection criteria included: Full-text peer-reviewed journal publications written in English; samples of school-aged youth (5–18 years of age); study designs including the same participants at baseline and follow-up; and use of a standing desk as a component of the intervention.

Study Results: Time spent standing increased in all studies (effect sizes: 0.38–0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27–0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior.

Reference: Minges, K. E., Chao, A. M., Irwin, M. L., Owen, N., Park, C., Whittemore, R., & Salmon, J. (2016). Classroom Standing Desks and Sedentary Behavior: A Systematic Review. Pediatrics,137(2). doi:10.1542/peds.2015-3087

Level of Evidence: 2 out of 5 stars  Good