A Case Study on the Color Environment of Special Classrooms by School Age Stage in the School Autonomous Space Improvement Project

This study aims to analyze the psychological and functional effects of color planning in special classrooms across developmental stages in the context of school autonomous space improvement projects. Using the Practical Color Co-ordinate System (PCCS), this research examined color compositions in four schools—kindergarten, elementary, and middle school focusing on the relationship between hue, tone, and brightness-saturation configurations and learners’ developmental characteristics. The analysis revealed that in early childhood spaces, high-brightness and high-saturation tones such as Bright and Pale were applied to support sensory immersion and emotional stability. In elementary classrooms, Strong and Vivid tones were employed to enhance motivation and cognitive engagement. In contrast, middle school environments favored Deep, Soft, and Light tones to reduce visual fatigue and promote concentration and emotional calm. These findings demonstrate that color functions as a psychological and pedagogical medium, rather than merely a visual element, in educational space design. The study suggests that age-appropriate and psychologically grounded color strategies should be systematically integrated into the educational design process. Furthermore, it calls for the development of empirical color guidelines through interdisciplinary approaches, considering developmental psychology, participatory design, and the spatial functions of learning environments.