David Didau: The Learning Spy

Do Schools Kill Creativity?

Ken Robinson’s claim that schools stifle creativity sparks debate over how creativity is defined, measured, and taught. Psychological research distinguishes between novelty and usefulness, and frames creativity as a system involving individuals, domains, and fields. Studies show divergent‑thinking scores decline with age, yet critics argue these tests capture fluency, not quality, and lack domain relevance. Recent OECD PISA data and cognitive‑transfer research suggest that fostering creativity requires deep knowledge and context‑specific practice rather than generic curricula.