Reducing Children’s Classroom Sitting Time Using Sit-to-Stand Desks

Sedentary behaviour is a risk factor for various chronic health conditions. Children spend the majority of their waking hours sitting, with much of this occurring in the classroom. PURPOSE: To examine the influence of sit-to stand desks on classroom sitting time and physical activity in a UK elementary school. METHODS: Fifty-four children were recruited from two Year 5 classes (9-10 year olds) in an elementary school located in a low socio-economic status and multi-ethnic area of Bradford, West Yorkshire, UK. Children wore an activPAL3 and ActiGraph (GTX3+) for seven days at baseline and at nine weeks follow-up. Following baseline measures, one class was randomly allocated to receive sit-to-stand desks for one term. Six sit-to-stand desks replaced a bank of standard desks. Children were rotated around to ensure exposure for at least one hour/day. Daily sitting time on a school day, classroom sitting time, and levels of physical activity were compared pre and post intervention for the intervention and control groups using t-tests. RESULTS: Thirty children provided valid activPAL data and 32 provided valid ActiGraph data at baseline and follow-up. At baseline, children spent 588±81 mins/day (70% of waking hours) sitting, of which 200±48 mins/day were spent sitting in the classroom (70% of class time). Children accumulated 293±58 mins/day in light activity and 52±18 mins/day in moderate-vigorous activity (MVPA). Significant reductions in classroom sitting were observed in the intervention group at follow-up (-9.8±16.5% of class time [-52.4±66.6 mins/day] p<0.05). This was accompanied by a significant increase in time spent in light intensity activity during class time (5.2±4.5% of class time [18.7±14.8 mins/day], p<0.01). No significant changes in any behaviour were seen in the control group during class time. The intervention group exhibited a significant increase in overall time spent in light intensity activity on a school day (2.9±3.8% of wear time [31.7±41.4 mins/day], p<0.01). However, no significant changes in total daily sitting time or MVPA were observed in the intervention or control groups. CONCLUSION: This study provides novel evidence for the effectiveness of using sit-to-stand desks to reduce classroom sitting time and to increase light movement in a deprived and ethnically diverse UK sample.