Abstract
This investigation examined the effects of a windowless classroom environment on high school students' drawings. The results showed that children (N = 643) in a windowless classroom drew windows significantly more often than their peers (N = 574) attending a school with windows. It was inferred that children in the windowless classroom had negative feelings toward their school and as a group tended to express themselves in a more maladjusted and unhappy way than children in the windowed environment.
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