Investigating the effect of classroom color on Students' mental health

 There is a hidden hierarchy connecting the physical, psychological, and behavioral environments. This hierarchy arises from the complete satisfaction of human needs, and the evolution of this hierarchy further guarantees the mental health of the individuals and society. This conceptchr('39')s importance lies in the fact that spaces with suitable and optimal conditions for the physical, mental, and emotional growth of children improve the physical and mental growth of the students. Primary schools are among the most important places where children are influenced and prepared to enter society and more complicated environments. This study is an interventional study. Studentschr('39') mental health is measured before coloring using the standard SDQ questionnaire (which is designed for assessing the studentschr('39') strengths and weaknesses; the parents form consists of 25 questions, and it has high validity and reliability). Goodman devised this questionnaire for respondents between the ages of 3 and 16 years. It comprises five subscales, namely emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosaically behavior.

 The classrooms are classified into the following five color classes in an entirely similar fashion: blue, yellow, green, pink, and white. At the end of the academic year, i.e., about six months later, the mental health of the first and second-grade students in Mehr and Marefat primary schools (boys and girls schools) in Kerman was measured using the same SDQ questionnaire. The comparison of the posttest and pretest responses provided the following results.

The colors were ranked about their impacts on the studentschr('39') mental health using the TOPSIS technique. Based on the resulting Ci values, the following conclusions are drawn: colors blue, green, pink, yellow, and white have the highest impact in the order mentioned on the mental health of the students in Mehr and Marefat primary schools in Kerman. In other words, blue has the highest impact while white has the lowest impact on studentschr('39') mental health. The colors were then ranked concerning their impact on the female studentschr('39') mental health using TOPSIS technique. The following conclusions are also reached based on the resulting Ci values: colors green, blue, pink, yellow, and white have the highest impact on the mental health of the students in the Marefat primary school (girls) in Kerman in the order mentioned. In other words, green has the highest impact while white has the lowest impact on girlschr('39') mental health. Finally, the colors were ranked concerning their impact on the mental health of the male. Students using TOPSIS technique and the following conclusions are drawn based on the resulting Ci values: colors blue, green, pink, white, and yellow have the highest impact on the mental health of the students in the Mehr primary school (boys) in Kerman in the order mentioned. In other words, blue has the highest impact while yellow has the lowest impact on the boyschr('39') mental health.

 Studentschr('39') mental health was examined for dimensions (emotional symptoms, behavioral problems, hyperactivity symptoms, peer problems, and desirable social behaviors), and different results were obtained.