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Impact of Creative Learning on Student Wellbeing

This research explores the impact of creative learning on student wellbeing, including factors such as happiness, life satisfaction, relationships, and personal freedom. The study examines the role of motivation, autonomy, and partnerships in fostering positive wellbeing in schools. The findings highlight the importance of promoting functional wellbeing through choices, challenges, and space for ideas, as well as promoting hedonic wellbeing through activities and procedures that ensure students feel safe and supported.

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Impact of Creative Learning on Student Wellbeing

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  1. Impact of CreativeLearning on Student Wellbeing Maurice Galton Faculty of Education, University of Cambridge

  2. The Nature of Wellbeing In the literature wellbeing often used interchangeably with terms such as ‘happiness’, ‘life satisfaction’ and has been equated with factors such as:family relationships, financial status, health, friendships, status in the local community, personal freedom. Two broad categories: • Hedonic (subjective) wellbeing: That which makes people feel good and life pleasurable (feelings) • Eudaimonic wellbeing: Living a pleasant, good and meaningful life in ways that promote high levels of positive emotion and gratification (functioning)

  3. The Test-Score/Interest Paradox

  4. Culture and self-concept?

  5. Wellbeing & Motivation: Self-Determination Theory Autonomy Competence Relatedness Intrinsic Motivation Intrinsic Motivation Well-being

  6. Interpersonal Climate …Autonomy support involves one individual (often an authority figure) relating to target individuals by taking their perspective, encouraging initiation, supporting a sense of choice, and being responsive to their thoughts, questions and initiatives Deci & Ryan (2008)

  7. Contexts undermining Intrinsic Motivation Autonomy Autonomy Rewards Threats of punishment Surveillance Pressurised evaluation Deadlines Imposed goals Choice Acknowledgement of feelings Opportunities for self-direction

  8. Creative Partnerships Fostering long term partnerships between schools and creative partners. More than 5000 schools and Over 1 million young people have participated since its inception in 2002 until its demise in 2012

  9. Schools apply to be in the programme. • They identify an issue in the School Improvement Plan • CP allocate a Creative agent • They identify and implement a programme

  10. Give the pupils more responsibility in their learning A primary school example

  11. Theresa Amabile (1996) Social factors can impinge upon creativity, particularly through motivationthese are more readily changed than other factors such as personality traits / cognitive ability

  12. Amabile Expertise Creativity Skills TaskMotivation C

  13. Creative Climate – Ekvall et al.(2000) Conflict Climate Challenge Freedom Debate Idea support Time For ideas Risk- taking Trust & Openness Play & Humour

  14. Wellbeing, motivation and Creative Learning Creative Learning Strong pupil voice Cross curriculum Learning community Informal pedagogies Improved self- esteem Improved self-efficacy Sense of autonomy Willingness to take risks Flexible curriculum Positive feedback Elements of choice Behaviour management Intrinsic motivation Feelings of wellbeing in Health School Enjoyment Relationships etc.

  15. The primary phase research design • January- March 201120 schools given a questionnaire and received a preliminary visit • 10 primary CP schools nominated by local area officers • Questionnaire given to Y3 and Y6 • 10 primary non CP schools matched for LEA/size/ catchment area/ pupil diversity • Interviews with Senior Management/CP coordinators etc about strategies for promoting creative learning/links with wellbeing • May – July 2011: Case Studies • 6 two day case studies (class tracking, interviews) selection based on questionnaire results (3 CP and 3 non CP primary schools with highest wellbeing scores) and summary impressionistic accounts of initial visit.

  16. Survey Findings: Wellbeing Scores We found 4 main dimensions for wellbeing: Interpersonal (feeling lonely, safe, part of things, cared for and happy) Life satisfaction(feeling enthusiastic, energetic, there’s a lot to look forward to, feeling bored [reversed score]) Perceived competence(able to cope with challenges, being successful, confident) Negative Emotions(being stressed, miserable)

  17. Wellbeing Scores: Home v School

  18. Wellbeing Scores: Home v School

  19. School Mean Wellbeing Scores for Year 3

  20. School Mean Wellbeing Scores for Year 6

  21. PRIMARY SCHOOL CASE STUDIES CP schools encouraged pupils to make choices, to take risks, face challenges and given space to think share ideas with others etc. Pupils gained confidence because they succeeded without too much help and reacted better towards teachers and peers (functional wellbeing)

  22. PRIMARY SCHOOL CASE STUDIES Non CP schools tended to promote hedonic wellbeing by organising activities, devising procedures/rules etc. designed to ensure pupils felt safe, were not lonely, kept healthy etc. This approach tended not to promote functional wellbeing

  23. Some Examples • Good walking in the corridors (hands behind back, lips together, straight line, walk on left) • Use of pupil playground monitors, to draw pupils sitting by themselves into conversation, games etc. • Much emphasis on building confidence through public approval of work and good behaviour. Use of extrinsic motivators such as golden time etc., to encourage good work practices and behaviour.

  24. What makes a good day? • We asked pupils what things happened at school which made them go home and tell their parents, “I’ve had a great day at school.” • All put not falling out with friends first but then…

  25. The Curriculum • When were doing fun things but we’re learning. Something like art, coos we don’t do much of it so it’s something special (Non CP school) • When it’s a WOW day when you get a chance to go to different classes and meet different people…You are working but you don’t know you’re working (CP school)

  26. Teachers • “The teachers, they are really friendly, they don’t shout at you, they don’t make you scared of them” (CP school) • “I just want them to let me get on with my work. I want to do it all by myself. If the teachers helping it’s not our work”. (CP school) • “When it comes to literacy he acts normal but when its PE he’s totally different.. Like he’s not an adult. I don’t think he really enjoys them (maths and literacy). He tones it down a little which is weird” (non CP school)

  27. Home School Links • If I’ve had a good day at school I don’t mind doing chores at home • If you’ve not had a good school day it doesn’t seem to get any better at home • If you go home and maybe you’ve forgotten to do something and you get told off you gone from a really good day…and start to feel …Your world turns upside down

  28. The impact of performativity • Even in the CP schools, although teachers claimed otherwise, the need to prepare for SATs restricted opportunities for pupils to exercise choice etc.,

  29. The impact of performativity?

  30. After SATs in a CP school • After SATs is like an after SATs relaxation • The teachers don’t let us do proper lessons • It’s not as worrying. When you’re doing your SATs you worry a lot don’t you? • When it’s SATs they were just like, “You’ve got to revise, You’ve got to revise.” • It’s basically no hard work, no homework, basically relaxation. In the last six weeks before SATs it was proper hard work…”Get your head down and work.”

  31. A SPLIT PERSONALITY! Mrs G helps Davina, a former actor, with the Drama club in a non CP school. At interview she speaks positively about the Davina’s influence on pupils confidence, and general wellbeing. Interviewer: Do you bring these ideas into your teaching? Mrs G: In some things. We do drama in History. Interviewer: What about Maths and English? Mrs G: No. Never. Interviewer: How does that make you feel? Mrs G: Like someone with a split personality.

  32. Some Contrasts • In CP schools relied on building a sense of community by promoting interdependent relationships (between teachers and students and between peers). There was less supervision of play areas, less rules, and less use of extrinsic rewards and sanctions. • In CP schools there was a greater shared vision about teaching and learning • In CP schools there was greater emphasis on pupil voice. School Councils did more than discuss environmental issues (e.g. litter, dirty lavatories etc.) • Other schools regarded literacy and numeracy as outside the effort to promote a more enjoyable, more meaningful and active curriculum whereas CP schools tended to integrate activities across the whole curriculum except for Year 6 during the run up to SATs

  33. References Amabile, T. (1996) Creativity in Context, Boulder, Colorado: West View Press. Deci, E. and Ryan, M. (2008) Hedonia, Eudaimonia, and wellbeing: An introduction, Journal of Happiness Studies, 9 (1) 1-11. Ekvall, G., Isaksen, S.G., Lauer, K.L. & Britz, A. (2000) Perceptions of the best and worst climates for creativity. Creativity Research Journal. 13 (2) 171-184. McLellan, R., Galton, M., Steward, S. and Page, C. (2012) The Impact of Creative Partnerships on the Wellbeing of Children and Young People, Final Report to Creativity, Culture and Education (CCE), University of Cambridge: Faculty of Education (also on CCE website)

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