Although schools and classrooms have sometimes been characterized as

contexts that suppress or even kill student creativity (Robinson,

2006), educational settings hold much promise for supporting
students’ creative learning.
Within the context of schools and classrooms, the process of creative
learning can range from smaller scale contributions to one’s own and
others’ R. A. Beghetto (B) Mary Lou Fulton Teachers College, Arizona
State University, Tempe, AZ, USA e-mail: ronald.beghetto@asu.edu ©
The Author(s) 2021 M. L. Kern and M. L. Wehmeyer (eds.), The Palgrave
Handbook of Positive Education, https://doi.org/10.1007/978-3-030-
64537-3_19 473 474 R. A. Beghetto learning (e.g., a student sharing a
unique way of thinking about a math problem) to larger scale and
lasting contributions that benefit the learning and lives of people
in and beyond the walls of the classroom (e.g., a group of students
develop and implement a creative solution for addressing social
isolation in the lunchroom). In this way, efforts aimed at supporting
creative learning represents a generative form of positive education
because it serves as a vehicle for students to contribute to their
own and others learning, life, and wellbeing (White & Kern, 2018).
The question then is not whether creative learning can occur in
schools, but rather what are the key factors that seem to support
creative learning in schools and classrooms? The purpose of this
chapter is to address this question
What’s Creative About Creative Learning? Prior to exploring how
creative learning can be supported in schools and classrooms, it is
important to first address the question of what is creative about
creative learning? Creative learning pertains to the development of
new and meaningful contributions to one’s own and others’ learning
and lives. This conception of creative learning adheres to standard
definitions of creativity (Plucker, Beghetto, & Dow, 2004; Runco &
Jaeger, 2012), which includes two basic criteria: it must be original
(new, different, or unique) as defined within a particular context or
situation, and it must be useful (meaningful, effectively meets task
constraints, or adequately solves the problem at hand). In this way,
creativity represents a form of constrained originality. This is
particularly good news for educators, as supporting creative learning
is not about removing all constraints, but rather it is about
supporting students in coming up with new and different ways of
meeting academic criteria and learning goals
Locating Creative Learning in Schools and Classrooms Having now
explored the question of what makes creative learning creative, we
can now turn our attention to locating the factors and conditions
that can help support creative learning in schools and classrooms. As
illustrated in Fig. 19.1, there are at least four interrelated
components posited as being necessary for creative learning to occur
in schools, classrooms, and beyond: students, teachers, academic
subject matter, and uncertainty. Creative learning in schools and
classrooms occurs at the intersection of these four factors. Further,
the classroom, school, and broader sociocultural contexts play an
important role in determining whether and how creative learning will
be supported and expressed.
The Role of Teachers in Creative Learning Teachers play a central
role in designing and managing the kinds of learning experiences that
determine whether creativity will be supported or suppressed in the
classroom. Indeed, unless teachers believe that they can support
student creativity, have some idea of how to do so, and are willing
to try then it is unlikely that students will have systematic
opportunities to engage in creative learning (Beghetto, 2017b; Davies
et al., 2013; Gralewski & Karawoski, 2018; Paek & Sumners, 2019).
Each of these teacher roles will be discussed in turn. First,
teachers need to believe that they can support student creativity in
their classroom. This has less to do with whether or not they value
student creativity, as previous research indicates most generally do
value creativity, and more about whether teachers have the autonomy,
curricular time, and knowledge of how to support student creativity
Equipped with this recognition, the next step in supporting student
creativity is for teachers to develop the knowledge and skills
necessary for infusing creativity into their curriculum (Renzulli,
2017) so that they can teach for creativity. Teaching for creativity
in the K-12 classroom differs from other forms of creativity teaching
(e.g., teaching about creativity, teaching 19 Creative Learning in
Education 481 with creativity) because it focuses on nurturing
student creativity in the context of specific academic subject areas
(Beghetto, 2017b; Jeffrey & Craft, 2004). This form of creative
teaching thereby requires that teachers have an understanding of
pedagogical creativity enhancement knowledge (PCeK), which refers to
knowing how to design creative learning experiences that support and
cultivate students’ adapted creative attitudes, beliefs, thoughts,
and actions in the planning and teaching of subject matter
Creative learning represents a generative and positive educational
experience, which not only contributes to the knowledge development
of individual students but can also result in creative social
contributions to students’ peers, teachers, and beyond. Creative
learning thereby represents an important form of positive education
that compliments related efforts aimed at building on the strengths
that already and always inhere in the interaction among students,
teachers, and educational environments. Creative learning also
represents an expansion of prototypical learning efforts because it
not only focuses on academic learning but also uses it as a vehicle
for creative expression and the potential creative contribution to
the learning and lives of others. In conclusion, creative learning
offers researchers in the fields of creativity studies and positive
education an important and complimentary line of inquiry

Relationship skills sound like clear communication, resolving conflicts, sharing of ideas, giving
support or standing up for others.  
Relationship skills look like kindness and empathy, cooperation, cultural competency, leadership,
avoiding negative peer pressure, and making positive choices.

From making friends to working with an unfamiliar person, building relationships is an important
skill.  It also can be tricky because there are many contexts and types of relationships we find
ourselves in. SEL helps people work through all of that.

Why Building Relationships Is Important

Think of the types of relationships you find yourself in.  Some are close, some are distant.  Some
are easy, some are not.  They can be fun and uplifting while others might bring you down.

Looking at the diverse kinds of relationships, it’s no wonder why they can be tricky at times.  For
younger people, it can be just as tough because they are just figuring out how to make friends or
get along with others. They are just learning to look outside of themselves and consider the
feelings and perspectives of others.

One thing kids and adults alike want are healthy and positive experiences with people. This is why
relationship skills are so important.  When we have knowledge of how to form relationships,
communicate with others, spend our time and invest in other people we can achieve those healthy
and positive experiences.

For the most part, humans are social creatures, however, being social may not come naturally for
all. Relationships take work. Close relationships require certain things from us compared to distant
relationships.  Developing social skills helps us figure out what to do and how to be when we are
with different people and different situations.

Building relationships is also important for the classroom.  Lumping kids together in a room all
day to get along while learning can be a tall order! But with consistent social emotional instruction
and practice, it becomes easier!
Benefits of Building Relationships For Students
And The Classroom
We established that building relationships is important for healthy and positive interactions. And
that developing relationship skills helps us know how to interact with others.  

Building relationships also serves as the foundation to having a positive and healthy classroom
environment.  When students know how to build relationships with their classmates everyone
benefits.  Here’s how:

Cooperation

Group work is so big in learning.  It requires getting along with others.  Building relationships
makes that process go smoothly.

Sense of Family

Research has shown learning increases when the environment feels safe and nurturing.  Building
relationships within a classroom tends to lead to forming bonds and a close knit community.

Reduces Bullying
Bullying is a big issue in schools.  When kids learn how to form relationships with others they will
stand-up to perpetrators and support those that were targeted.  This lessens negative interactions
increases care and concern for others.

Increases Appreciation of Differences

With many kids working together in a classroom comes diversity.  It can be challenging working
through differences, especially for students.  Relationship building helps kids get past that because
they learn how to understand others, accept differences and find ways to work together.

Creates Compassion

 A byproduct of building relationships is compassion for others.  With compassion comes things
like empathy, care, trust and understanding, which makes interactions meaningful.

The path to foster relationship building in the classroom can start with teachers.  Teachers can set
the tone and expectations with their students.  We’ll look at that next.

Building Relationship Skills for Teachers

Teachers encounter all kinds of relationships throughout their day.  They interact with fellow
teachers, support staff, students and parents/caregivers.  Not all of these relationships are easy. All
of them are important. Arguably the most important relationship is that between teacher and
student, as that is the basis of all learning. 

Many times educators find themselves being the liaison, or peacemaker between other parties. 
They take the brunt of parent complaints. Teachers are on the frontlines of dealing with
challenging situations. They may hear harsh words from a student feeling big emotions. 

Building relationships is vital to the health and well-being of teachers (and the classroom as a
whole).  Utilizing relationship skills helps educators get through sticky situations and relish the
good times. 

How Teachers Can Build Relationships

Implementing skills like clear communication and listening makes talking with others clear and
productive.  Seeking understanding and empathy brings on a spirit of compassion and not
resentment.  Forging relationships with other co-workers builds support and a sense of
comradery.  When put into practice teachers have the tools to collaborate, problem solve, accept
differing viewpoints and communicate effectively.  

To achieve this, teachers can tap into other SEL skills they use to build relationships: 

Self-Awareness

Become mindful of your own needs, wants, and triggers so you know how to interact with others
positively.  Be aware of  how other people make you feel so you can prepare your response. 
Understand your own feelings so you know how to communicate that.

Self-Management

Develop an open mind and willingness to work with others.  Use the tools you need to remain
calm, patient, and resilient.  Take time to destress.  Seek support from relationships you trust.

Social Awareness

Be aware of how your actions affect others. Seek understanding from those around you. Be
accepting of other points of view. Work together despite differences.

Responsible Decision Making

Make choices that work for both parties involved in the relationship.  Collaborate with others
when making decisions.  Find ways to compromise. Use your instincts.

As you can see SEL competencies build upon one another and can give you the know-how when it
comes to building relationships.  If you tap into these you can effectively build relationships with
your students too!
Strategies For Teaching Building Relationships

Morning Meeting To Build Rapport:

Before real relationships can form students have to get to know each other. Daily morning
meetings are a great way for students to build a sense of community.  You can keep it simple by
incorporating get-to-know-you questions during a morning meeting.  Ask things like, favorite
things, pets, activities, special memories.  Or you can make it more interactive by playing games
like “Two Truths and a Lie,”  or “The Line Up Game” where kids have to line up in a certain
order like birthday month, alphabetical order. 

Blind Fold Walk To Build Trust:

Split class up into pairs.  One person in the pair will be blindfolded, the other person will be the
guide.  Hand out blind folds and instruct 1 student in the pair to put on.  Then have partners link
arms and walk around the room or open field with the guide leading the blindfolded person.  The
guide needs to make sure their partner is safe and doesn’t bump into things.  After a few minutes,
switch roles.  At the end of the activity bring the class together to talk about their experiences.
Trust is a key part of relationships.

“In Our Class We” Poster To Build Kindness, Compassion And Acceptance:

On poster board or butcher block paper write out the words “In Our Class We…”  Instruct the
class to brainstorm action words or phrases that express kindness, compassion and acceptance. 
Examples include “give a compliment, “ask someone new to play with me,” “help someone pick
up their mess.”  Talk to your class about how everyone can work at trying one of these ideas out
every day.  Hang the poster up in the class that is easy to see and refer back to it regularly.

Hop On The Island To Build Teamwork:

Using a rope or string make a big circle in an area on the floor of your classroom.  This is the
island.  Instruct the class to work together to get everyone on the island.  Once everyone is inside
the roped off area ask class to move back to their spots and make the space smaller.  Instruct class
to repeat the process.  Do this several times making the island smaller and smaller.  It will become
more challenging to fit the entire class on the island but will require students to work together to
fit inside the circle.

Teach Conflict Resolution

Provide students with a set of tools/strategies to go to when the face a conflict in a relationship. If
students have these tools on hand, they will be better prepared to solve common friendship issues.
Examples include: walk away, explain your feelings, ask the person to stop, use I-stratements, ask
an adult for help.