The effectiveness of classroom color on students with attention deficit hyperactivity disorder

Improving mental health and paying attention to the effect of color in classroom environments, as a space where students spend many hours, is one of the most positive steps towards matching aspects of the physical environment with the behaviors of the users of the space. Therefore, evaluating the effect of color on the mental health of students as the future builders of the country, who must have a very high level of mental health, has been the main goal of this research. The governing approach of this research is "applied" and interventional research. In order to measure the child's strengths and weaknesses, a questionnaire (SDQ) that has five subscales of emotional symptoms, behavior problems, hyperactivity-attention deficit, communication problems with peers and pro-social behaviors has been used.The findings showed that since the significance level for boys is lower than the significance level of 0.05, it can be said with 95% confidence that the mean hyperactivity symptoms of male students before and after coloring are different. But the significance level for girls is greater than the significance level of 0.05, so with 95% confidence it can be said that the mean hyperactivity symptoms of female students before and after coloring are not different. Finally, it can be concluded that the coloring of the classes had an effect on the signs of hyperactivity of male students, but it did not affect the signs of hyperactivity of female students.