In recent years, there has been an increasing focus on the potential benefits of standing desks in the classroom. A recent study conducted by researchers at the University of British Columbia examined the effects of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents.

The study included a total of 441 students from grades 8-10, who were randomly assigned to either a standing desk intervention group or a control group. The standing desk intervention group was provided with adjustable standing desks that allowed them to stand or sit during class. The control group was provided with traditional desks and chairs.

The study found that the standing desk intervention group had significantly higher scores on cognitive performance tests than the control group. Specifically, the standing desk intervention group had significantly higher scores on tests of executive functioning, working memory, and processing speed.

In addition, the standing desk intervention group also had significantly higher academic achievement scores than the control group. Specifically, the standing desk intervention group had significantly higher scores on tests of math, science, and English.

Overall, the results of this study suggest that a 16-week multi-level classroom standing desk intervention can have a positive effect on cognitive performance and academic achievement in adolescents. This is an important finding, as it suggests that standing desks may be a useful tool for improving student performance in the classroom.

However, it is important to note that this study was conducted in a single school, and the results may not be generalizable to other schools or settings. Additionally, the study did not examine the long-term effects of standing desks on cognitive performance and academic achievement. Further research is needed to better understand the potential benefits of standing desks in the classroom.