Abstract
This paper offers some insight into the benefits, impacts and challenges of the ‘creative mentor’ role. It links to a social pedagogy framework, supporting practice, and draws on creative mentors’ work with children and young people living in care. It aims to inform professionals and teams around a child about the transforming nature of working with creativity – beyond the obvious external experiences. Included are descriptions of how feelings of being ‘stuck’ can be shifted through engagement in a creative activity, moving a young person to a place of wellbeing, held within the safety of a trusting relationship. It is hoped that the reader will have a better understanding of the various stages of the creative mentoring process, and will reflect on some of the challenges faced when working with vulnerable children and young people who may have suffered early trauma. This paper describes how beginning work and establishing the relationship can be nerve-wracking for both, and how the skills of creative professionals bring a new dynamic into the work. Vignettes and discussions highlight the similarities in the creative mentor’s practice to that of the social pedagogue, and reflect on concepts and processes. We hope this work will encourage more discussion about the creative mentoring experience, to add to our community of learning around creative practices in care and in education.