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School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed-Methods Systematic Review

Kariippanon, KE; Cliff, DP; Ellis, YG; Ucci, M; Okely, AD; Parrish, A-M; (2021) School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed-Methods Systematic Review. Journal of School Health , 91 (2) pp. 133-145. 10.1111/josh.12984. Green open access

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Abstract

BACKGROUND: To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student‐centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. METHODS: We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. RESULTS: Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on‐task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. CONCLUSION: Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student‐centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.

Type: Article
Title: School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed-Methods Systematic Review
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/josh.12984
Publisher version: https://doi.org/10.1111/josh.12984
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: sedentary behavior, movement, school engagement, student collaboration, interdisciplinary learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment > Bartlett School Env, Energy and Resources
URI: https://discovery.ucl.ac.uk/id/eprint/10122232
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