Date of Award

5-2026

Degree Type

Thesis

Degree Name

Honors Thesis

Department

Elementary Education (K-6)

First Advisor

Catherine Hagerman Pangan

Second Advisor

Angela Mager

Abstract

Lighting plays a critical role in shaping learning environments, yet its influence on students’ cognitive, emotional, and physiological functioning is often overlooked in educational research. This study examined the perceived impact of BrainLit’s biocentric lighting, a daylight-simulating system designed to support circadian rhythms, within an educational setting. The research focused on Sycamore School, the first early childhood through eighth-grade school in the United States to implement BrainLit biocentric lighting. Using a qualitative research design, data were collected through interviews with third- and eighth-grade students and faculty members in the school’s Media Center. Transcribed interviews were analyzed thematically to identify patterns in perceptions of productivity, focus, emotional regulation, and environmental comfort. Findings indicated that both students and teachers perceived biocentric lighting as more supportive of learning compared to traditional fluorescent lighting. Students reported increased focus, reduced distractions, and improved emotional calm, while teachers noted changes in student energy levels and greater flexibility in adjusting the learning environment. Although individual preferences varied, participants consistently described the Media Center as inviting, calming, and conducive to academic engagement. Overall, the findings suggest that biocentric lighting has the potential to positively influence educational experiences by aligning environmental conditions with human biological needs. These results highlight the importance of considering lighting as a meaningful component of learning design and support further research into its long-term academic and well-being outcomes in diverse educational contexts.

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