Chromatic Pathways: Using Color to Foster Emotional Intelligence in Primary Schools

In Zimbabwe, primary school learners face significant challenges in developing emotional literacy, which is crucial for their social and academic success. This study explores the impact of color on emotional intelligence in Goromonzi District, by examining classroom color schemes, teachers’ understanding of emotional intelligence, and learners’ color recognition skills. Using a mixed methods approach, the research involved 20 teachers and 60 lower primary learners from five peri-urban schools. Data were collected through teacher questionnaires, classroom observations, and structured interviews with learners. Scores were generated and means were calculated for the quantitative aspects, and qualitative data were summarized with thematic analysis and word clouds. Findings indicate that calming colors like light blue and green contribute to a better emotional learning environment, while neutral colors such as gray may be less effective. Teachers generally understand the link between color and emotional intelligence, but face challenges due to limited resources, high student-to-teacher ratios, and curriculum constraints. Learners’ color recognition varies, with improved outcomes in schools with thoughtfully designed color environments. This research has the potential to inform policy changes, guide curriculum development, and enhance teacher training, benefiting both educators and students in Zimbabwe.