Systematic review of the effects of active breaks on the cognition of secondary school and university students

Active breaks (AB) in the classroom benefited cognitive functions in primary school students, but their effects in secondary school and university level students remain inconclusive. Given the particularities of these populations, this systematic review aimed to analyze the effects of AB on cognition in secondary and university students. A systematic search was conducted in Cochrane Library, Eric, Scopus and Web of Science up to May 2024 and 24 articles that investigated classroom physically AB effects on cognition in high school and university students, published in English or Spanish, were eligible. Risk of bias was assessed using the ROBINS-I and ROB-2. Interventions analyzing acute AB effects suggested improvements in memory, attention, and concentration in secondary school students, and showed positive effects on attention and learning in university students. Interventions investigating chronic AB effects showed improved attention, concentration, memory and processing speed in secondary school students, whereas at university level these interventions improved attention, concentration and perception of cognitive state. These results support the incorporation of AB into the academic setting at secondary and university levels to boost cognition, although the evidence is limited and heterogeneous. Further high-quality research will help to comprehend the effectiveness of AB. Systematic Review Registration: PROSPERO, CRD42024563447.