The problem of fatigue sensation that children feel has been exhibited since 1990. Previous studies have individually reported effects of standing activity aimed to improve fatigue sensation and executive function, but there were no reports to examination on both fatigue sensation and executive function. Therefore, the purpose of this study was to examine effects of lesson incorporating standing activity in ordinary classrooms on fatigue sensation and executive function. The participants comprised seventy-three 2nd year junior high school students in Setagaya-ku, Tokyo. Of the 2 classes, 1 class (37 students) was the intervention class, while the other class (36 students) was the control class. Subjective symptoms of fatigue and executive function were evaluated by ‘Jikakushoshirabe’ and Stroop Task before and after lessons. The contents of standing activity incorporated in the class were devised by the teacher in charge of class. The particular class subjects that incorporated standing activity were mathematics and society (geography). The results confirmed that the ‘inhibition’ of executive function improves in intervention classes and that there is reduction in scores of subjective symptoms of fatigue. This indicates that classes that incorporate standing activity in ordinary classrooms are interventions that reduce fatigue sensation and improve executive function.