The Creative Greenhouse: A Systems‐Ecological Framework for Designing Environments That Cultivate Creative Resilience

ABSTRACT Although creativity is frequently conceptualized as an individual trait or a collection of skills, increasing evidence highlights the decisive role of environmental conditions in shaping creative development. This paper proposes the Creative Greenhouse as a systems‐ecological framework for understanding how creative resilience could be cultivated through the calibrated interaction of care, challenge, constraint, and temporal rhythm within designed learning environments. Drawing on ecological theory, creativity research, and pedagogical design, the framework reframes creativity as an emergent property of adaptive systems rather than a fixed learner attribute, positioning the school as an intentionally designed Creative Greenhouse within the learner's wider developmental field. The framework specifies how psychological safety, productive tension, ethical boundaries, and cyclic structures of exploration and reflection can collectively support learners in navigating uncertainty and sustaining creative engagement over time. The Creative Greenhouse provides conceptual guidance for designing educational ecosystems that balance support with purposeful disturbance. Implications for curriculum design, classroom practice, and future empirical inquiry are discussed, including avenues for operationalizing the framework through design‐based and longitudinal research.