The impact of classroom furniture on third grade children's occupational performance

Abstract

Being a student is a primary occupation for children. Theoretical principles of the Person-Environment-Occupation Model suggest that interactions between people, environments, and the occupations they perform affect occupational performance. Studies show that classroom furniture is often too large for schoolchildren; there is little study of the impact on classroom occupational performance. This study used a repeated measure correlated groups design to assess relationships among furniture fit, sitting behaviors, on-task behaviors, math scores, and comfort in 31 third grade children, and handwriting legibility in a subset of 15 children while sitting in large standard classroom furniture and smaller standard and ergonomic furniture. The students demonstrated significantly better sitting and on-task behaviors and higher math test scores in the smaller, better fitting furniture. Students sat significantly better in the ergonomic chairs; better sitting behaviors were correlated with better handwriting legibility. The study supports the significance of environmental features for children's occupational performance.