Creativity in Crisis or Crisis in Creativity? A Problem‐Finding Study of Artist‐Teachers in Indian Schools

Abstract Art education plays a vital role in nurturing creativity, confidence and curiosity among students, yet the lived realities of art educators remain underexplored. This study seeks to identify and analyse the key challenges faced by artist‐teachers in Indian schools, with a focus on how institutional, systemic and cultural factors shape their professional and personal experiences. Sixteen artist‐teachers, eight from government schools and eight from private schools, participated in semi‐structured interviews. The data were examined through thematic analysis to uncover recurring patterns and underlying issues. The analysis reveals that both government and private school art teachers encounter persistent structural and professional barriers. Government school teachers struggle with inadequate resources, unsuitable classroom environments and limited administrative support. Private school teachers, though better resourced, report marginal funding for art programmes and the relegation of art to a decorative or auxiliary function within the school system. Employment insecurity and contractual positions further constrain teachers' creative autonomy and professional growth. Many participants described the dual role of artist and teacher as emotionally taxing, with the demands of teaching and school administration eroding time and motivation for personal art practice. Over time, this results in a gradual loss of artistic identity and increasing emotional fatigue. The study also highlights the marginal status of art and art teachers within the school hierarchy. Despite the National Education Policy (NEP) 2020's emphasis on arts‐integrated learning, systemic implementation remains limited. Training programmes rarely provide specialised art pedagogy, and the lack of standardised evaluation continues to undermine art's academic legitimacy. By mapping these interconnected challenges, the study provides an evidence‐based understanding of the conditions that shape art teaching in India. The findings call for institutional reform, improved infrastructure, long‐term employment opportunities and culturally grounded policy implementation. Recognising and addressing these issues is essential for supporting art teachers and strengthening art education as a meaningful component of holistic learning.