The Influence and Effects of Colour on Attention Deficit Hyperactivity Disorder Children

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent childhood chronic condition with various implications on an individual’s behavior, impulsiveness, and self-control. Although ADHD is classified as a neurodevelopmental disorder, it is not a disability as individuals can adopt unique management approaches to address the implications of condition and avoid negative outcomes. Over the years, scientists have developed several solutions to address issues associated with ADHD and its effects in children, particularly in educational settings. However, non-pharmacological solutions prove to be more effective and reliable in managing various mental conditions with high success levels. In particular, color therapy has gained ground over other solution used to manage ADHD because it adopts a naturalistic approach that is easier to incorporate into a child’s routine. Therefore, the following essay discusses the influence and effects of color on children diagnosed with ADHD and its effectiveness in adjusting these children’s attention to help them get along with their peers.

What is Color Therapy?

Color therapy, color psychology, or chromo therapy is a contemporary non-invasive and non-therapeutic approach recommended for managing the effects of mental health conditions like ADHD. Chromo therapy generally uses colour and light to treat mental health conditions on the basis that colors have an inherently positive and some negative impacts on various parts of the body¹. Color therapists propose that colors can help mend and reconnect neurotransmitter pathways in the brain and thus, promote healing as long as an individual is exposed to the right combination of colors². That being said, when a child with ADHD is exposed to the correct combination of colors, they can find certain tasks easier to accomplish, which enhances their engagement and gives them joy in learning. Color therapy is a practice that has existed for centuries as its roots can be traced back to Ancient Egypt and China, where healers put people in rooms made out of coloured glass to tap into their therapeutic benefits³. Nevertheless, the approach is yet to be accepted as a standard form of therapy in Western medicine due to limited research pertaining to the mode of action and healing properties.

Applying Colour Therapy to Improve Attention and Learning in Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a common condition during the onset of childhood, characterized by decreased levels of attention, impulsiveness and over activity. As a result, children with ADHD experience difficulties in sustaining their attention for prolonged periods, which also manifests as an inability to protect their immediate intentions from distractions⁴. In other words, children with ADHD occasionally forget what they are supposed to do and may fail to complete their tasks within the given time. The effects of ADHD are more visible when a child with the condition engages in monotonous or repetitive tasks like writing and reading passages⁵. Moreover, they exhibit high error rates when performing these activities compared to normal children, which often gets in the way of their learning development. However, color therapy has emerged as an effective solution to dealing with the issues associated with ADHD as colors evoke varying responses from individuals⁶. Thus, it is a safe and unique solution to managing the implications of ADHD.

The application of color therapy to manage ADHD symptoms relies on the notion that every color on the light spectrum has a distinctive wavelength and vibration. These qualities translate into fields of energy or electrical impulses that affect body functions by targeting neurons in the brain⁷. As a result, they can influence individuals’ thoughts and emotions. In particular, studies demonstrate that colors can initiate feelings of excitement, joy, inspiration and calmness⁸. However, colors are also associated with negative outcomes like anxiety, and tension, meaning that it is crucial to observe recommendations and guidelines provided by evidence-based research during color therapy⁹. Color therapy is recommended for children because they are more sensitive and responsive to colors. Hence, the short-term and long-term effects are notable, which creates room for continuous evaluation and adoption of better strategies. Therefore, chromo therapy can assist children with ADHD to increase their productivity by facilitating calmness and a clear mindset to focus on the tasks ahead without paying attention to environmental distractions.

Several studies support that color therapy has a positive effect on children diagnosed with ADHD. Researchers claim that the use of color saturation to manage ADHD cases in educational institutions improves hand writing skills and allows children to regulate their attention due to cortical activation mechanisms¹⁰. As a result, researchers propose using colored papers in assignments on students with comorbid ADHD. Similarly, another study established that color stimulation modules can improve children’s attention span and improve their performance in spelling tests and letter recognition, especially when letters and numbers are written in bold color formats¹¹. Moreover, color formats enhance children’s memory more than animations or non-color changes when a child is exposed to the information multiple times¹². Therefore, scientists propose using colors in identified ADHD cases as it can enhance learning abilities and the value of education. Nevertheless, taking note of what colours to use and various blends can help educators achieve more certain and positive results.

Child development researchers suggest that different colours can be used for different purposes. Nevertheless, colors that carry a positive effect also have the potential to result in negative reactions. Being exposed to excess stimuli can affect a child’s heart rate, blood pressure, breathing patterns, and muscle tension. Similarly, insufficient exposure can lead to sleeplessness, emotional reactions, nervousness, and diminished concentration which might aggravate ADHD symptoms¹³. Thus, it is critical to establish a neutral and balancing effect during chromo therapy to avoid results that contradict expectations. For example, when an active child is exposed to an energetic color like red, they might become more active and the activity may persist throughout the day, which can adversely influence their ability to concentrate in class, deliver on assignments, and relate with others¹⁴. Thus, it would be appropriate to expose an unusually active and energetic child to purple, blue, or green colors as they can alleviate restlessness and facilitate calmness. That being said, understanding the effects of different colors on brain activity and emotions can help parents and educators to prepare children with ADHD for effective learning activities and valuable interactions.

Red is a color that is associated with a strong stimulus because of its dominance over other colors. According to scientific research, red has a higher stimulating effect on visual activities and the functions of the autonomic nervous system than other colors. Red is also an ambiguous color that distorts other colors since the eye must focus more to see the color. As a result, scientists do not recommend using red to paint walls in children’s classrooms¹⁵. However, the ambiguity and dynamism of the color can be reduced by mixing it with white and pink to achieve a softer undertone. Similarly, educators and designers can take advantage of the color’s warm effect to use it as an accent in rooms¹⁶. Given the qualities of the color, it is not advisable to use intense shades of red in rooms where children with ADHD play, sleep, or study, since it can have a negative effect on their emotions or mental processes and interfere with their learning abilities.

On the other hand, blue is the opposite of red in all aspects. Blue is wet and transparent while red appears dry and opaque. The cold and comforting attributes of the color are regarded as psychologically beneficial because they can evoke feelings and emotions of satisfaction, comfort, and contentment¹⁷. In contrast to the implications of red, blue can reduce body temperature, pulse rate, and blood pressure. As a result, blue is recommended for vibrant children’s study and play rooms due to its calming effect. Yellow is also another color recommended for chromo therapy because it shares some of the positive attributes of blue. Yellow is a joyous color that is full of fun and inspiration¹⁸. Moreover, it radiates warmth and is pleasing to the eye, allowing it to have a more refreshing effect on thoughts and emotions than red. As a result, yellow is recommended for chromo therapy because it has an impact on children’s memory, attention, and motivation. Nevertheless, intense yellow colors are associated with anger and tension. Therefore, it is advisable to use lighter shades of yellow and blue on children with ADHD since it can facilitate positive feelings and more control.

Green is also recommended for children diagnosed with ADHD because of its calming effect. Green light reduces pressure and has a soothing effect due to its action on the nervous system. However, researchers suggest that green is most effective for color therapy when blended with shades of yellow as it brings clarity to the mind¹⁹. Therefore, green can be used in children’s educational settings and on their writing materials to help them settle and focus more on their work. Even so, it is advisable to take advantage of the serenity of all these colours, including pink, violet, orange, and brown, which also have beneficial neurological qualities²⁰. Particularly, adopting color therapy solutions on children with ADHD can significantly reduce its manifestation and help them achieve higher levels of control. Subsequently, they will be able to focus on their studies and get better grades.

Conclusion

ADHD is closely associated with learning disability due to its destructive implication on child development and learning. However, it is crucial to note that learning disability only manifests in children with the condition since it interferes with their focus. Thus, children with ADHD do not necessarily have learning disability. Even so, children with ADHD can find it difficult to concentrate and progress in various activities like other children. However, color therapy has proved to be a versatile tool in helping manage these conditions and improving educational outcomes. According to scientific studies, different color shades can elevate moods and initiate processes in the neurological system. Particularly, researchers recommend using light colors and less ambiguous colors like blue, yellow, green, pink, and light shades of purple to create a serene environment where learners with ADHD can control their emotions, reduce impulsive behaviors, and concentrate on their tasks.

Bibliography

Abdurakhmanovna, Musaeva Dilfuza. “Non-traditional methods in speech therapy assistance to preschoolers with speech impairments.” International Journal on Integrated Education 4, no. 2: 367-369. Web.

Attia, Dalia Fouad Mahmoud. “The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction).” International Journal of Design and Fashion Studies 3, no. 1 (2020): 6-9.

Azeemi, Samina T. Yousuf, Hafiz M. Rafiq, Iram Ismail, Syeda Rabab Kazmi, and Ameena Azeemi. “The mechanistic basis of chromotherapy: Current knowledge and future perspectives.” Complementary therapies in medicine 46 (2019): 217-222. Web.

Bélanger, Stacey A., Debbi Andrews, Clare Gray, and Daphne Korczak. “ADHD in children and youth: Part 1—Etiology, diagnosis, and comorbidity.” Paediatrics & child health 23, no. 7 (2018): 447-453. Web.

Garcia, Sydney. “Chromolume: A Study of How Colored Lights Inform Natural Healing Practices Through Architecture.” (2019).

Gupta, Rakesh. “Color therapy in mental health and well being.” International journal of all research education and scientific methods (IJARESM), ISSN (2021): 2455-6211.

Hart, Jane. “Chromotherapy: Color and Light Therapies May Benefit Health.” Integrative and Complementary Therapies 28, no. 2 (2022): 104-106. Web.

Ifdil, Ifdil, Rima Pratiwi Fadli, Nilma Zola, Lira Erwinda, A. Sari, Elfi Churnia, Itsar Bolo Rangka et al. “Chromotherapy: An alternative treatment for mathematics anxiety among elementary school students.” In Journal of Physics: Conference Series, vol. 1175, no. 1, p. 012183. IOP Publishing, 2019.

Jonauskaite, Domicele, Irina Tremea, Loyse Bürki, Cécile N. Diouf, and Christine Mohr. “To see or not to see: Importance of color perception to color therapy.” Color Research & Application 45, no. 3 (2020): 450-464. Web.

Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.

Nejati, Vahid. “Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD).” Research in developmental disabilities 113 (2021): 103937. Web.

Nurliah, Nurliah, and Masni A. Karim. “Effect of Green Color Therapy on Blood Pressure Reduction in Elderly With Hypertension at Dungaliyo Health Center.” Journal of Community Health Provision 2, no. 1 (2022): 42-48.

Tamamm, Dalia Hassan, Ezzat Abd Elmoniem Morghany, and Khaled Salah Abdelmagid. “Supportive design: Therapeutic effects of color and light of inpatient spaces.” International Design Journal 12, no. 4 (2022): 55-64.

Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. “Emotion Detection as a Supportive Tool in Color Therapy.” In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.

Prayoga, Muhammad Wisnu, and Ns Margiyati Margiyati. “Application of blue color therapy to reducing stress levels in the elderly in the area Puskesmas Rowosari Semarang.” International Journal Of Health Science 1, no. 3 (2021): 49-56.

Footnotes

• 1 Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. “Emotion Detection as a Supportive Tool in Color Therapy.” In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.
• 2 Jonauskaite, Domicele, Irina Tremea, Loyse Bürki, Cécile N. Diouf, and Christine Mohr. “To see or not to see: Importance of color perception to color therapy.” Color Research & Application 45, no. 3 (2020): 453.
• 3 Tamamm, Dalia Hassan, Ezzat Abd Elmoniem Morghany, and Khaled Salah Abdelmagid. “Supportive design: Therapeutic effects of color and light of inpatient spaces.” International Design Journal 12, no. 4 (2022): 55-64.
• 4 Nejati, Vahid. “Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD).” Research in developmental disabilities 113 (2021): 103937.
• 5 Bélanger, Stacey A., Debbi Andrews, Clare Gray, and Daphne Korczak. “ADHD in children and youth: Part 1—Etiology, diagnosis, and comorbidity.” Paediatrics & child health 23, no. 7 (2018): 450.
• 6 Attia, Dalia Fouad Mahmoud. “The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction).” International Journal of Design and Fashion Studies 3, no. 1 (2020): 7.
• 7 Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. “Emotion Detection as a Supportive Tool in Color Therapy.” In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.
• 8 Ford-Martin, Paula. “Color therapy.” (2020).
• 9 Attia, Dalia Fouad Mahmoud. “The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction).” International Journal of Design and Fashion Studies 3, no. 1 (2020): 6-9.
• 10 Garcia, Sydney. “Chromolume: A Study of How Colored Lights Inform Natural Healing Practices Through Architecture.” (2019).
• 11 Ifdil, Ifdil, Rima Pratiwi Fadli, Nilma Zola, Lira Erwinda, A. Sari, Elfi Churnia, Itsar Bolo Rangka et al. “Chromotherapy: An alternative treatment for mathematics anxiety among elementary school students.” In Journal of Physics: Conference Series, vol. 1175, no. 1, p. 012183. IOP Publishing, 2019.
• 12 Hart, Jane. “Chromotherapy: Color and Light Therapies May Benefit Health.” Integrative and Complementary Therapies 28, no. 2 (2022): 105.
• 13 Azeemi, Samina T. Yousuf, Hafiz M. Rafiq, Iram Ismail, Syeda Rabab Kazmi, and Ameena Azeemi. “The mechanistic basis of chromotherapy: Current knowledge and future perspectives.” Complementary therapies in medicine 46 (2019): 219.
• 14 Gupta, Rakesh. “Color therapy in mental health and well being.” International journal of all research education and scientific methods (IJARESM), ISSN (2021): 2459.
• 15 Abdurakhmanovna, Musaeva Dilfuza. “Non-traditional methods in speech therapy assistance to preschoolers with speech impairments.” International Journal on Integrated Education 4, no. 2: 368.
• 16 Ibid.
• 17 Prayoga, Muhammad Wisnu, and Ns Margiyati Margiyati. “Application of blue color therapy to reducing stress levels in the elderly in the area Puskesmas Rowosari Semarang.” International Journal Of Health Science 1, no. 3 (2021): 51.
• 18 Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.
• 19 Nurliah, Nurliah, and Masni A. Karim. “Effect of Green Color Therapy on Blood Pressure Reduction in Elderly With Hypertension at Dungaliyo Health Center.” Journal of Community Health Provision 2, no. 1 (2022): 46.
• 20 Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.