The Psychology of Colour in Education
Colour plays an important role in educational settings with the power to influence students’ emotions, cognitive abilities and overall learning experiences.
The Research
There has been extensive research on designing for the school environment with the cumulative conclusion being that there is an explicit relationship between the physical aspects of a school building and educational outcomes. Multiple studies evaluating the relationship between school buildings and student achievement found that students who were learning in better buildings had higher test scores when compared to lower test results of students whose learning took place in substandard buildings.
One of these studies reported that facility conditions could have a stronger effect on student performance than the combined influences of socio-economic status, family background, attendance rates and behavior.1 In an article titled “Effects of School Lighting on Physical Development and School Performance,” Warren E. Hathaway found the visual environment to be one of the most important factors in learning affecting mental attitude, class attendance and performance.2 Surprisingly however, it was found that whole-school factors (e.g., size, easy navigation, specialist facilities, play facilities) do not seem to be anywhere near as important as the design of the individual classrooms.3
A 2018 study, “The Impact of Colour on Learning,” identified how the strategic use of colour in instructional materials can improve focus and enhance memory recall.4 Another study showed the way in which the strategic use of colour in visual aids, colour-coded materials and classroom design can improve learners task management and increase the brain’s ability to organize, retain and retrieve information more efficiently.5
In 1976, Rikard Kuller demonstrated the way in which colour and visual patterning can affect not only the cortex but also the entire central nervous system of the body. The total response elicited by colour is a result of the energy produced by the light that carries colour affecting human bodily functions and influencing the mind and emotions.4 Fascinatingly, colour was found to alter alpha brain wave activity levels and when transmitted through the human eye, stimulates the brain to release hormones that affect mood, mental clarity and energy levels.6
Interestingly, the human experience of colour is not limited to visual comprehension. In a study conducted by Harry Wohlfarth and Catherine Sam of the University of Alberta, it was found that a change in the colour environment of 14 students with significant disabilities and behavioural challenges, between the ages of 8-11, resulted in a drop in blood pressure and a reduction in aggressive behaviour for both blind and sighted children. This explanation of colour energy becomes plausible when considering that colour, after all, consists of light waves that are absorbed and reflected by all surfaces.4
The Meaning of Colour
Humans intuitively assign meaning to various colours but this meaning is full of complexity – influenced by things like learned cultural interpretation and regional/environmental nuance. The interpretations that students assign to colour can differ greatly depending on the cultural lens through which they view the world. For example, in Māori culture the colour red symbolises life; in contrast in other cultures, it can elicit feelings of danger (U.S.), aristocracy (France), death (Egypt), creativity (India), anger (Japan) or happiness (China). While there are no hard rules, there are clear guidelines for the effective use of colour within education design.4
Studies demonstrate that, when left in an environment devoid of colour, both animals and humans displayed an increase in anxiety, distress and fear and this lack of stimulation from colour led to irritation, restlessness, difficulty concentrating and excessive emotional responses.4
Being sensitive to the different colour responses of each age group while maintaining cultural awareness is key to creating environments that are stimulating for their educational experience. Children reject or accept certain colours, mirroring the developmental stages they are at. 7
Nature is another essential element of education design, particularly in terms of providing a view from the classroom to the outside world and time spent learning outdoors as well as nature's bright colours and full spectrum light. It is well understood that time spent outdoors can alleviate stress. According to Harvey Berstein, vice president of industry insights and alliances for McGraw Hill Construction/Greenbuild, a 32% reduction in absenteeism and 68% improvement in test scores were observed in schools with green features, highlighting the importance of establishing a strong indoor/outdoor connection with nature.
According to Daggett, Cobble and Gertle, effective use of colour in the education environment can provide learners with a sense of safety that improves visual processing, helps lower stress and challenges brain development through visual stimulation and pattern/relationship seeking. They found that visual stimulation powerfully rewires the brain, forming stronger connections while encouraging visual thinking, problem solving and creativity. Classrooms should incorporate a thoughtful variety of colours tailored to factors such as age, gender, subject and activity to maintain engagement and refresh visual perception. However, excessive use of colour—such as incorporating more than six distinct colours in a learning environment—can lead to mental overwhelm, straining cognitive abilities.7
Effective Colour Use in Education
Young children tend to gravitate towards colour palettes that complement their active, energetic nature. They are drawn to primarily warm colours such as red, yellow, orange and violet. These colours, however, may be better utilised as accents, rather than full walls which could be too harsh or overstimulating. While bright and intense colours attract the attention of young children, they may not be the best colours to promote learning. Attention should be given to the development of ‘learning centres’ – different activity areas that are divided and clearly communicated through colour and spatial layout for thoughtful activity, rest, private spaces, group activities and role-playing. Additionally, consider the use of age-appropriate developmental patterns.
Just like younger children in early childhood education, primary school students prefer a warm, bright colour scheme to complement their natural extroverted nature. They find highly contrasting and bright colours as well as coloured graphics stimulating. Young children develop their visual acuity within the first eight years and their visual environment must include activities to support this development. Art materials can encourage thoughtful engagement with colour and design and enhanced organisation with minimal clutter can support focus. Designers should consider the use of neutral base colours in soft variations of off-whites to pair with stronger, brighter mid-tone accent colours used as a focal point in classrooms. The incorporation of children’s artwork is an important element to add colour, personalisation and a sense of ownership by students.
Intermediate and high school students have a growing appreciation for more sophisticated colour palettes and tend to view bright, primary colours as immature. Teens are often influenced by fashion and interior trends and typically reject more neutral colours in favour of their current favourites. Unlike younger students, cooler, more subtle hues provide enough stimulation for these students without creating distractions or inducing stress. It is important to incorporate a full spectrum of colour when designing these educational environments but colour should be strategically applied to support the objective of each space (for example red or orange in high-activity areas like gymnasiums) and to avoid distraction from equipment like TVs or monitors. Additionally, school colours can be used to promote school spirit and a sense of belonging.
Key Guidelines for Colour Use in Education:
Early childhood and primary-aged students prefer a warm, bright colour scheme to complement their extroverted and energetic nature.
Cool colours are recommended for intermediate and high school classrooms to support focused concentration.
Hallways can use a broader range of colours than classrooms and are ideal spaces to highlight a school’s personality.
The use of pale or light green in libraries can enhance an atmosphere of quiet and concentration.
The maximum ratio of brightness should not exceed 3:1 between the ceiling and furniture finishes (e.g., white ceiling at 90% reflectance, desk finish at 30% reflectance).
The brightness ratio in students' general field of vision should not exceed 5:1, ensuring a balanced and comfortable lighting environment to promote smooth, strain-free vision for students to be able to perform general school tasks.
Colour is best applied to end walls in medium colours (50-60% reflectance), with remaining walls kept neutral with tints of off-whites with undertones of light grey or beige.
Ultimately, the colour scheme should aim to support the overall function of the school and the tasks carried out in it, avoid over or under-stimulation and contribute to the creation of a positive, supportive learning environment.
Leveraging colour in educational contexts isn't just about aesthetics – it’s a scientifically supported strategy to enhance learning outcomes, foster emotional well-being and support cognitive development. Thoughtful application of colour can transform educational spaces into environments that inspire and empower students of all ages.
References:
1. El-Nemr, Khaled W., & Cash, Carol S. "School Building Conditions' Influence on Student Behavior in a Medium-Sized Division in Virginia." Floyd T. Binns Middle School, Culpeper, Virginia, USA; Virginia Tech, USA.
2. Hathaway, W. E. (1995). Effects of school lighting on physical development and school performance. The Journal of Educational Research, 88(4), 228–242. https://doi.org/10.1080/00220671.1995.9941304
3. Barrett, Peter, Zhang, Yufan, Davies, Fay, & Barrett, Lucinda. (February 2015). Summary Report of the HEAD Project: Clever Classrooms (Holistic Evidence and Design).
4. Chang, Bo, Xu, Renmei, & Watt, Tiffany. The Impact of Colors on Learning. Ball State University.
5. Liu, Y., Ma, W., Guo, X., Lin, X., Wu, C., & Zhu, T. (2021). Impacts of Color Coding on Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology. PMCID: PMC8677832; PMID: 34925175.
6.Köller, R. (1981). Non-visual effects of light and colour: Annotated bibliography. (D15:81). Swedish Council for Building Research, Stockholm.
7.Daggett, W. R., Cobble, J. E., & Gertel, S. J. (2008). Color in an optimum learning environment. International Center for Leadership in Education.