title: Classroom Standing Desks and Sedentary Behavior: A Systematic Review.
abstract: BACKGROUND
  Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end.
  
  
  OBJECTIVE
  To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children.
  
  
  METHODS
  Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL.
  
  
  METHODS
  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.
  
  
  METHODS
  Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
  
  
  RESULTS
  Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre-post, no control (n = 1) designs. When examined, 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.
  
  
  CONCLUSIONS
  One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies.
  
  
  CONCLUSIONS
  This initial evidence supports integrating standing desks into the classroom environment; this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk.
authors.affiliation: School of Nursing, Yale University, Orange, Connecticut; karl.minges@yale.edu.
authors.forename: Karl E
authors.initials: KE
authors.lastname: Minges
authors.affiliation: School of Nursing, University of Pennsylvania, Philadelphia, Pennsylvania; Center for Weight and Eating Disorders, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania;
authors.forename: Ariana M
authors.initials: AM
authors.lastname: Chao
authors.affiliation: Department of Chronic Disease Epidemiology, School of Public Health, Yale University, New Haven, Connecticut;
authors.forename: Melinda L
authors.initials: ML
authors.lastname: Irwin
authors.affiliation: Baker IDI Heart & Diabetes Institute, Melbourne, Australia; School of Public Health, The University of Queensland, Brisbane, Australia; School of Population and Global Health, University of Melbourne, Melbourne, Australia; Department of Medicine, Monash University, Melbourne, Australia; and.
authors.forename: Neville
authors.initials: N
authors.lastname: Owen
authors.affiliation: School of Nursing, Yale University, Orange, Connecticut;
authors.forename: Chorong
authors.initials: C
authors.lastname: Park
authors.affiliation: School of Nursing, Yale University, Orange, Connecticut;
authors.forename: Robin
authors.initials: R
authors.lastname: Whittemore
authors.affiliation: Centre for Physical Activity and Nutrition Research, Deakin University, Burwood, Australia.
authors.forename: Jo
authors.initials: J
authors.lastname: Salmon
mesh_terms: D002648:Child; D002652:Child Behavior; D002675:Child, Preschool; D004734:Energy Metabolism; D004864:Equipment and Supplies; D006801:Humans; D009043:Motor Activity; D011187:Posture; D012574:Schools; D057185:Sedentary Behavior; D013334:Students