22nd December 2025 – (Hong Kong) A new study by Lingnan University has found that the intense drive to “win at the starting line” may in fact be undermining the very creativity many parents hope to cultivate in their children. Research conducted by the university’s Department of Psychology indicates that common forms of pressure – including competition, noise, cramped environments and demanding tasks – tend to suppress creative performance in younger children, while adolescents and adults may show improved originality under moderate competitive conditions. The findings, published in the leading international journal Neuroscience & Biobehavioral Reviews, carry significant implications for schools, workplace management and the wider creative economy.
The research team, led by Assistant Professor Huang Yi of Lingnan’s Department of Psychology, performed a meta‑analysis of 99 experimental studies on creativity conducted worldwide over nearly six decades, from 1965 to 2022. In total, data from 8,749 participants were examined, spanning primary school pupils through to adults. For analytical purposes, the subjects were grouped into three age brackets: children aged 12 and under, adolescents aged 13 to 17, and adults aged 18 and above. This allowed the team to compare how different age groups respond creatively to various forms of stress.
The analysis revealed clear age‑related differences. Among children, so‑called “everyday stressors” – such as academic competition, physical discomfort from noise, being placed in confined spaces, and being asked to complete difficult or time‑limited tasks – were found to heighten anxiety and, in turn, make it more difficult for them to generate original ideas or think flexibly. In contrast, older participants tended to respond differently: both adolescents and adults generally demonstrated increased creative output when exposed to moderate levels of competitive pressure. However, the study also showed that exam stress exerts an overall negative effect on creativity across all three age groups. In addition, adults working under a pervasive “deadline culture” were found to have more difficulty concentrating and engaging in deep, reflective thinking, which ultimately hindered their creative performance.
Commenting on the results, Professor Huang explained that the brain regions responsible for advanced cognitive processes in children are still maturing, which means their capacity for regulating emotions is less developed than that of teenagers and adults. As a consequence, younger children often struggle to cope with stress, are more sensitive to setbacks and are more prone to anxiety, all of which can blunt their creative capacities. By contrast, adolescents and adults are more likely to interpret competition as a challenge rather than a threat, and, when the pressure is kept at a moderate level, their creative thinking can be stimulated. That said, Huang noted that adults typically juggle multiple roles and responsibilities, and the constant need to manage time efficiently introduces another layer of chronic stress.
Huang underlined the central role of creativity in everyday functioning. “From a psychological standpoint, creativity is a core capability that underpins problem‑solving in learning, daily life and work,” she said. “It allows people to connect new information with what they already know, to think beyond conventional frameworks and to identify alternative solutions when confronted with obstacles. Creativity is also closely tied to mental health: individuals with higher levels of creativity often show greater psychological flexibility and are better equipped to adjust their mindset when facing stress and adversity.”
She further observed that examinations, environmental noise and relentless deadlines are typical forms of what she termed “Hong Kong‑style stress”. The study’s conclusions, she suggested, provide concrete guidance for educators, managers and those working in creative fields. For younger children, she argued, it is important to scale back excessive competition and constant assessment, and instead cultivate a supportive setting that encourages free exploration and play. Such an environment helps foster positive emotions, social skills and problem‑solving abilities, which in turn lay the foundations for creative development.
For adolescents and adults, Huang said, employers and institutions can make constructive use of competition by deliberately introducing moderate, healthy competitive elements – for example, through well‑designed peer review systems or collaborative challenges – to harness motivation without overwhelming staff or students. At the same time, schools and workplaces should pay close attention to how deadlines are structured, avoiding cultures of chronic overwork and last‑minute pressure. Creating conditions that allow time and mental space for sustained, deep thinking, she concluded, is essential if creativity is to flourish across all stages of life.
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