CLARE O’SULLIVAN FCCT, THE PTI, UK
Introduction
Imagine a Year 8 history class staging a courtroom trial to determine the fate of Anne Boleyn. Students interrogate sources, weigh evidence and argue passionately for opposing verdicts. Engagement is immediate and sustained – not because the activity is a novelty, but because it is rooted in a teacher’s deep disciplinary knowledge and capacity to use that knowledge creatively. Such moments illustrate how subject expertise and pedagogical imagination combine to generate powerful learning. This integration has never been more crucial. Teacher burnout is rising, student mental health concerns are growing, and accountability pressures continue to intensify (Avola et al., 2025; Dreer, 2023). Amid this landscape, recent research in creative subject pedagogy articulates implications for practice, offering a means not only to enrich student learning, but also to protect and revitalise teachers’ sense of purpose. Research consiste
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