This research study set out to explore how creativity was being fostered within Participatory Arts initiatives, with a view to informing the design of a Participatory Arts model for education. The study explored two types of Participatory Arts initiatives, the first led by Upstate Theatre Project, a ‘pure’ Participatory Arts initiative, and the second led by Fighting Words, an ‘applied’ Participatory Arts initiative. In the context of this study, the aim was to provide an evidence base for, and articulate, the factors and processes underpinning climates for creativity, and the (pedagogic) approaches used to foster creativity in Participatory Arts initiatives, as well as exploring the enablement of beneficial outcomes across both Participatory Arts contexts. The study firstly affirmed that Participatory Arts initiatives foster creativity, and furthermore that the practices within these initiatives enable the type of ‘learning for creativity’ outcomes articulated by the National Council for Curriculum and Assessment (NCCA) in Ireland. The study further articulated the Participatory Arts for Creativity in Education (PACE) model, a three-layered guide on the principles, practices and processes that can be used to foster creativity. Moreover, the study revealed a series of vignettes of good practice with respect to the enablement of climates for creativity and processes for being creative. The recommendations include a call for the Department of Education and Skills (DES) and the NCCA in Ireland to review the current national guidelines on fostering creativity in education in light of the findings from this research study, and for a creativity toolkit to be developed based on the PACE model and accompanying vignettes, and implemented within workshops for practitioners (post-primary teachers, artist-tutors) aiming to foster creativity through the Participatory Arts process.