Standing desks are a viable option to decrease sedentary time in the classroom. However, it is important that standing desks are not detrimental to classroom behavior or learning. The purpose of this study was to evaluate the impact of stand-biased desks on fidgeting and attentiveness. Ninety-seven students in grades 3, 4, and 6 (ages 8–12 years) volunteered to participate in this study. The intervention employed a within-classroom crossover design, with teacher-determined allocation for seating within each classroom and included the replacement of one-half of the traditional sitting desks with stand-biased desks. Direct observation of student’s attentive and fidgeting behaviors occurred at three assessment periods, at baseline when all students were in a sitting desk condition and at the end of each nine-week intervention. Stand-biased desks did not influence fidgeting behavior, but did have an impact on attentive behavior. Students that were less attentive at baseline had a 40–80% increase incidence rate in non-attentive behavior while in the traditional desk as compared to the stand-biased desk after the intervention. While fidgeting and non-attentive episodes (p = 0.034) were significantly related, the type of desk did not significantly moderate this relationship (p = 0.810). Standing desks can be incorporated into the classroom without negatively influencing classroom behavior.

中文翻译：

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在小学生中使用偏心书桌时的注意力和烦恼。

站立式书桌是减少教室久坐时间的可行选择。但是，重要的是，站立式办公桌不会损害教室的行为或学习。这项研究的目的是评估偏向办公桌对坐立不安和注意力的影响。3、4和6年级（8至12岁）的97名学生自愿参加了这项研究。干预措施采用教室内交叉设计，教师确定了每个教室的座位分配，包括用偏向的书桌代替了传统的二分之一的书桌。在三个评估阶段，即所有学生都处于就座状态时的基线，以及每九周干预结束时，对学生的注意力和烦躁行为进行直接观察。带有偏见的办公桌不会影响坐立不安的行为，但会影响注意力行为。与干预后的站立偏向课桌相比，在传统课桌时，在基线时注意力不集中的学生的非注意行为的发生率增加了40-80％。虽然烦躁和不专心的情节（p = 0.034）显着相关，办公桌类型并未显着缓解这种关系（p = 0.810）。可以将站立式办公桌并入教室，而不会对教室的行为产生负面影响。