This document discusses barriers to creativity and innovation in education according to interviews with educational stakeholders in several European countries. In England, there is seen to be a gap between policies promoting creativity and actual teaching practices. Teachers feel pressure to teach to tests and lack time, confidence, and training to take risks. In Greece, vagueness exists around what creativity means, and teachers report not knowing how to support or assess it. The document also describes two examples of best practices - one from the Netherlands integrating education and work, and one from Greece giving students tools to explore sound creatively. It concludes that best practices require dedication but have limited systemic impact, and creativity in schools needs a clear pedagogical vision.