D&T educators have pointed to a ‘crisis’ in creativity within the
subject. Research has indicated that organisational climate,
defined as ‘the recurring patterns of behaviour, attitudes and
feelings that characterise life in the organisation’, can help or
hinder creativity. Hence ‘climate’ is a potential explanatory
factor for the lack of creativity documented in student
outcomes. This paper, therefore, explores whether the
classroom climate experienced by secondary students (aged
11-16 years) in D&T lessons is conducive for creativity. Data
are drawn from a number of sources including student
(N=126) and teacher (N=14) interviews and student
(N=4996) and teacher (N=69) questionnaires gathered
across a total of 15 schools, as part of an ongoing Gatsbyfunded
research and intervention project. Coded data and
survey questions relating to the nine climate dimensions
outlined in Ekvall and Isaksen’s climate model were identified.
The paper focuses on two of these dimensions; challenge and
freedom. The analysis revealed that students felt much of the
work they do lacks challenge and freedom, hence they do not
perceive the climate in their classrooms as conducive for
creativity. Teachers’ perceptions differed somewhat and this is
discussed with reference to the performativity culture in which
they are located. Whilst acknowledging the difficulties this
poses it is argued that, as the literature indicates climate is ‘in
the hands of the manager’, teachers can change their practice
to enable creativity to flourish. Tentative suggestions for ways
forward are suggested
