Through researching both primary and secondary sources, it became apparent that colour in slide design & teaching materials is not purely an aesthetic choice but a significant factor in the cognitive processing, emotional state, and academic performance of neurodiverse students.
Colour has the potential to affect individuals sensorially and psychologically, influencing moods, behaviours, and performance (Kurnaz, Meric, Pursun, 2022).
Cooler colours, such as blue and green, the most frequent naturally occurring colours, were widely preferred, with blue, in particular, being considered beneficial. Green is, for some people, seen to be associated with relaxation, reducing stress and facilitating communication. In a study of 549 students, green and blue were among the most frequently chosen colours across various disability types (Kurnaz, Meric, Pursun, 2022).
Warmer colours, such as red, orange and yellow, whilst often associated with increased energy and creativity, may also contribute to excitement, aggression and concentration issues.
My own primary research bore out examples of some of these findings, but also identified the key problem of black text on a stark white background being described as “emotionless”, “flat” (Interviewee 1) and “boring” (Interviewee 3). For some neurodiverse students, stark white backgrounds are “painful” to look at (Interviewee 2), leading to eye strain and a loss of focus during long lectures.
Conversely, blue backgrounds were described as “comfortable” and “softened” (Interviewee 2), making eyes feel more relaxed compared to white.
Softer tones of cream, beige and off white were also seen as more approachable and welcoming (Interviewee 1), reducing the “glare” felt by stark white. Grey was considered to have a positive, calming impact, although comments indicated that it could also be interpreted as “drab” or “boring” if not combined with engaging imagery (Interviewee 2).
Additionally, the shade or tone of the colour used is also seen to be important. Whilst high contrast is often sought for clarity, “luminous” or fluorescent tones (like bright yellow or intense purple) can be overpowering and exhausting for the eyes (Interviewee 1).
The research also indicated that the colour of slides and teaching materials is not a single solution in its own right, with data from interviews and surveys indicating that colour must work in tandem with layout, and environment to support neurodiverse learners, with key factors as follows:
- Colour should be used judiciously – whilst colour is useful for highlighting key information and changing the pace of a lecture, too much colour can be confusing and difficult to read.
- Neurodiverse students often prefer information delivered through infographics & diagrams, rather than text.
- Images must be relevant; irrelevant imagery can be irritating and distracting to neurodiverse brains that seek clear meaning.
Based on the research to date, I would make the following recommendations:
- Use cream, off-white, or soft blue/grey backgrounds to reduce eye strain and minimise headaches for students with sensory processing issues.
- Prioritise cooler tones such as green and blue for focus, to create a calming learning environment that aids concentration and reduces anxiety.
- Use bold or different coloured text only to highlight the most important “keywords” or summary points.
- Keep the text on each slide to a minimum, supporting with infographics, relevant imagery and verbal delivery.
- Co-ordinate screen brightness with room lighting. Harsh room lights combined with bright screens can cause significant discomfort for neurodiverse students – installation of dimmer switches in classrooms.
- Build a relationship between the University and The Irlen Institute via their practitioners in the UK, to build a strategy and implementation plan for making coloured overlays and glasses available to students with sensory processing issues.
- Test the option of presenting in “night shift” more, or with reduced screen brightness.
- Work with the IT and disability teams to implement self correction tools for students to change the background colour of the delivered content on their laptops.
In conclusion I would say that this Action Research Project has shown me that incorporating colour into teaching and learning materials for neurodiverse students is like adjusting the volume on a radio. A stark white background is like a high-pitched, constant static that makes it hard to hear the music (the content). Using soft, cool colours and clear visuals acts like a filter, removing the “noise” and allowing the student to focus clearly on the melody.
The research confirms the fact that colour needs and preferences are complex and highly individual, requiring us as institutions & educators to employ a more creative and adaptable approach to the design of teaching and learning materials.