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Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial

Author

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  • Aron P. Sherry

    (National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
    NIHR Leicester Biomedical Research Centre—Lifestyle Theme, Loughborough University, Loughborough LE11 3TU, UK)

  • Natalie Pearson

    (National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK)

  • Nicola D. Ridgers

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong 3220, Australia)

  • William Johnson

    (National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK)

  • Sally E. Barber

    (Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK)

  • Daniel D. Bingham

    (Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK)

  • Liana C. Nagy

    (Faculty of Health and Life Sciences, Oxford Brookes University, Oxford OX3 0BP, UK)

  • Stacy A. Clemes

    (National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
    NIHR Leicester Biomedical Research Centre—Lifestyle Theme, Loughborough University, Loughborough LE11 3TU, UK)

Abstract

Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9–10-year-olds, n = 30) received an adjustable sit–stand desk, while another Year 5 class ( n = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months −25.3% (−32.3, −18.4); 8 months −19.9% (−27.05, −12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom.

Suggested Citation

  • Aron P. Sherry & Natalie Pearson & Nicola D. Ridgers & William Johnson & Sally E. Barber & Daniel D. Bingham & Liana C. Nagy & Stacy A. Clemes, 2020. "Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial," IJERPH, MDPI, vol. 17(19), pages 1-18, September.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:19:p:7048-:d:420127
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    References listed on IDEAS

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    Cited by:

    1. Yu-Ling Chen & Keith Tolfrey & Natalie Pearson & Daniel D. Bingham & Charlotte Edwardson & Lorraine Cale & David Dunstan & Sally E. Barber & Stacy A. Clemes, 2021. "Stand Out in Class: Investigating the Potential Impact of a Sit–Stand Desk Intervention on Children’s Sitting and Physical Activity during Class Time and after School," IJERPH, MDPI, vol. 18(9), pages 1-14, April.
    2. Terry Guirado & Camille Chambonnière & Jean-Philippe Chaput & Lore Metz & David Thivel & Martine Duclos, 2021. "Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review," IJERPH, MDPI, vol. 18(6), pages 1-31, March.

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