Bouncyband Original Bouncy Bands for Desks - Desk Chair Bands for 20 to 28 Wide Desk Legs

The Bouncy Bands are designed to assist all students, particularly those with ADD, ADHD, autism, sensory needs, and those who simply enjoy moving and find it difficult to sit still. These bands allow fidgety students to sit at their desks and move the band, effectively relieving anxiety, hyperactivity, and boredom.

Remarkably, when using a Bouncy Band to quietly move while working, kids stay on task 9.9% longer, which translates to an extra 35 minutes of time on task each day. This improvement in focus and concentration can have a significant impact on a student's academic performance and overall learning experience.

Teachers appreciate the quiet nature of the Bouncy Bands, as they do not disturb or distract other students in the classroom. Students, on the other hand, love the freedom to wiggle and move, without feeling trapped at their desks all day.

The installation of the Bouncy Bands is a breeze, taking only a few minutes. The plastic pipes ensure that the band does not slip down, and the simple process of sliding the loops and pipes up the two front legs of a student's desk makes it a quick and easy setup.

The ORIGINAL Bouncy Bands were created by an elementary school counselor, with the goal of providing students with a way to move and stay engaged while they work. These innovative bands have been recognized with numerous prestigious awards, including Scholastic's "Best of" Award and Creative Child Magazine's "Product of the Year," among others, further solidifying their reputation as a valuable tool for enhancing the learning environment.

In summary, the Bouncy Bands are a game-changing solution that caters to the diverse needs of students, helping them stay focused, engaged, and comfortable throughout the school day. By allowing for quiet movement and reducing anxiety and boredom, these bands have the potential to improve academic outcomes and foster a more inclusive and supportive learning environment for all.

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