Creative minds, equal ground: no socioeconomic gaps in UK children's divergent and convergent thinking

Creativity is seen as a critical 21st-century skill that should be identified and harnessed early. Despite much work suggesting enriched environments foster creativity, empirical evidence for socioeconomic and educational predictors of childhood creativity remains inconsistent. Recent theoretical frameworks have argued that early life adversity may enhance skills such as problem-solving and creativity. This study examined whether divergent and convergent thinking, dual components of creativity, were associated with one another over childhood, and the relationship between them and a range of environmental and individual-level factors in a large UK sample (N = 229, aged 4-12). Children completed the Alternative Uses Task to assess divergent thinking and a child-adapted Remote Associates Test for convergent thinking. Environmental and individual variables included socioeconomic status via the Index of Multiple Deprivation, caregiver education, schooling type, number of siblings, and verbal fluency. Results revealed no relationship between convergent and divergent thinking, nor were they related to socioeconomic status or caregiver education. Instead, verbal fluency emerged as the strongest and most consistent predictor across all creativity measures. Additionally, fewer siblings were associated with greater divergent thinking. These findings suggest that verbal skill may serve as a foundational scaffold for creativity, and that creativity may be more evenly distributed across socioeconomic strata than commonly assumed. Our results highlight the need for nuanced models of creative development that incorporate linguistic, environmental, and individual-level factors without assuming socioeconomic status-based advantage or deficit. We encourage future longitudinal, multimodal research to clarify the cognitive and environmental mechanisms underpinning creativity across development.