International School-Related Sedentary Behavior Recommendations for Children and Youth
Loading...
Date
2022
Authors
Saunders, Travis J
Rollo, Scott
Kuzik, Nicholas
Demchenko, Iryna
Bélanger, Stacey
Boivin, Kara Brisson
Carson, Valerie
Da Costa, Bruno G. G.
Davis, Melanie
Hornby, Susan
Journal Title
Journal ISSN
Volume Title
Publisher
Springer
Abstract
Background: Existing sedentary behaviour guidelines for children and youth target overall sedentary behaviour
and recreational screen time, without any specifc recommendations regarding school-related sedentary behaviours
(i.e., sedentary behaviours performed during the school day, or within the infuence of school). The purpose of this
paper is to describe the development of international evidence-based recommendations for school-related sedentary
behaviours for children and youth, led by the Sedentary Behaviour Research Network (SBRN).
Methods: A panel of international experts was convened by SBRN in November 2020 to guide the development of
these recommendations for children and youth aged ~5–18 years. The recommendations were informed by 1) agerelevant existing sedentary behaviour guidelines, 2) published research on the relationship between overall sedentary
behaviour and health, 3) a de novo systematic review on the relationship between school-related sedentary behav‑
iours and health and/or academic outcomes, and 4) a de novo environmental scan of the grey literature to identify
existing recommendations for school-related sedentary behaviours.
Draft recommendations were presented to the Expert Panel in June 2021. Following thorough discussion and modif‑
cations, updated recommendations were distributed for stakeholder feedback from July 9–26. Feedback was received
from 148 stakeholders across 23 countries, leading to additional updates to the recommendations. Following further
rounds of discussion and updates with the Expert Panel in August and September 2021, consensus was achieved on
the fnal recommendations.
Results: A healthy day includes breaking up extended periods of sedentary behaviour and incorporating diferent
types of movement into homework whenever possible, while limiting sedentary homework. School-related screen
time should be meaningful, mentally or physically active, and serve a specifc pedagogical purpose that enhances
learning. Replacing sedentary learning activities with movement-based learning activities, and replacing screen-based
learning activities with non-screen-based learning activities, can further support students’ health and wellbeing.
Discussion: This paper presents the frst evidence-based recommendations for school-related sedentary behaviours
for children and youth. These recommendations will support the work of parents, caregivers, educators, school system administrators, policy makers, researchers and healthcare providers interested in promoting student health and aca‑
demic success.
Description
Article
Keywords
Sedentary behaviour, Screen time, Guidelines, Children and youth, School, Child health, Education
Citation
Saunders, T. J., Rollo, S., Kuzik, N., Demchenko, I., Bélanger, S., Brisson-Boivin, K., ... & Tremblay, M. S. (2022). International school-related sedentary behaviour recommendations for children and youth. International Journal of Behavioral Nutrition and Physical Activity, 19(1), 39.