Home or School? The Impact of Social Environmental Factors in the Creativity Performance of Primary Education Children

As a key 21st‐century competence, creativity's assessment is gaining attention, especially with its inclusion in PISA tests. Understanding related social and educational factors is crucial. This study investigated how home and school creativity climates impact primary school children's creativity. Participants were 903 Spanish families attending 12 different schools. Parents/guardians and teachers completed two questionnaires to determine the climate for creativity in the parent–child relationship and the environmental encouragement to creativity in schools. The creativity of 1052 children (6–13 years) was determined via a problem‐finding and solving figural task. Results revealed mothers were more supportive of creative home environments; yet surprisingly, no significant correlation emerged between home creativity climate dimensions and children's creativity. Conversely, both correlational and regression analyses demonstrated schools' crucial role in fostering creative achievements. Participation in educational innovation programs and using alternative methodologies significantly boosted student creativity. The study also found teachers generally held poor conceptualizations of creativity. These findings have important implications for promoting creativity in education.