title: The Effect of Stand-biased Desks on Academic Engagement: An Exploratory Study.
abstract: BACKGROUND
  Schools have been suggested as a viable avenue to combat childhood obesity. School administrators are sometimes faced with the conflicting demands of improving the health of their students and maintaining academic performance. Dynamic furniture such as stand-biased desks may be one way to address both academic and health demands placed on schools to prevent childhood obesity.
  
  
  METHODS
  Classrooms with stand-biased desks were compared to classrooms using traditional seated desks in 2nd,3rd, and 4thgrades. The academic engagement of 282 participants was observed in the fall and spring during one academic year. The engagement of the treatment classrooms was compared to the engagement of the control classrooms.
  
  
  RESULTS
  Both groups showed general increases in their academic engagement over time. Stand-biased desks do not seem to result in adverse effects on academic engagement when used in elementary classrooms.
  
  
  CONCLUSIONS
  The data suggests promising results for the use of stand-biased desks in elementary school classrooms. The results suggest that stand-biased desks can be introduced in the classroom to combat childhood obesity through increasing energy expenditure without affecting academic engagement.
authors.affiliation: Texas A&M University.
authors.forename: Marianela
authors.initials: M
authors.lastname: Dornhecker
authors.affiliation: Texas A&M University.
authors.forename: Jamilia
authors.initials: J
authors.lastname: Blake
authors.affiliation: Texas A&M University.
authors.forename: Mark
authors.initials: M
authors.lastname: Benden
authors.affiliation: Texas A&M University.
authors.forename: Hongwei
authors.initials: H
authors.lastname: Zhao
authors.affiliation: University of Louisville.
authors.forename: Monica
authors.initials: M
authors.lastname: Wendel
keywords: academic engagement; classroom design; stand-biased desk