Although colour schemes and ergonomic child-sized furniture influence focus, comfort, and academic achievements, the interaction between these components has not been detailed in a single study. This article explored the concurrent synergy between these elements in supporting active agency and positive learning outcomes. The variables for this quasi-experimental study were examined among one hundred and sixty-three (163) basic six pupils from selected schools in a peri-urban setting in Ghana. Four groups, including a control and three intervention conditions, were compared before and after environmental changes. While all intervention groups showed improved outcomes, the combination of ergonomic furniture and colour enhancements resulted in the most substantial gains in both academic achievement and behavioural engagement. Ergonomic improvements alone also provided significant benefits in sustaining attention and reducing learner discomfort. These findings have implications for educational practice, interior design, and legislation.
Appiah-Kubi et al. (Fri,) studied this question.