Abstract
Prolonged sitting is associated with higher health issues across all age groups, particularly affecting students’ classroom behaviors and academic achievement. In this paper, we review the psychological research on the relationship between posture and cognition, focusing on how students learn while sitting versus standing. Our findings show that there is no clear evidence favoring one posture over another in terms of cognitive outcomes. Meanwhile, studies highlight the health and physiological benefits of standing desks. Dynamic postural configurations can encourage movement and support collaboration among students and between students and teachers. Introducing standing desks to the K-12 classrooms could reduce health risks and promote collaborative learning. We also discuss practical implications and provide recommendations for educators, practitioners, and educational leaders.
Recommended Citation
Jiang, M., & Lu, S. (2024). Standing up for Learning? Insights from Cognitive Science for Better Educational Practices. The Journal of Advancing Education Practice, 5(2). https://openriver.winona.edu/jaep/vol5/iss2/5
