New Research – Standing in the classroom may have neurocognitive benefits
A recent study published in the International Journal of Environmental Research and Public Health has reported that using standing desks in the classroom may stimulate brain activation and cognitive development.
The study conducted in 34 high school students in Texas gave standing desks to the students for a school year. Neurocognitive testing (e.g. memory tests, brain imaging) was conducted at two time points during the school year: (1) at the beginning of the fall semester and (2) end of the spring semester.
Overall the study reported the use of the stand-biased desks was associated with improved executive function and working memory capabilities. In addition, brain imaging revealed significant left frontal lobe activation during three of of five test tasks. The study authors therefore suggested:
These findings provide the first preliminary evidence on the neurocognitive benefits of standing desks, which to date have focused largely on energy expenditure. Moreover these findings implicate the importance of stand-biased desks, as simple environmental changes in classrooms, on enhancing children’s cognitive functioning that drive their cognitive development and impact educational outcomes
The study can be accessed free of charge here: http://www.mdpi.com/1660-4601/13/1/59/htm