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Abstract: The article examines the main theoretical aspects of the problem of creativity as a predictor of the school psychological well-being. It identifies a number of differences in the estimations of the school psychological well-being depending on the degree of formation of the pupils’ creative identity. The most significant differences between creative and non-creative pupils were found in their relation to themselves. Creative pupils are reflexive and therefore tend to rate themselves lower than non-creative ones. On the basis of the undertaken study, it can be assumed that non-creative pupils choose compensatory strategies of self-evaluation, which are not connected with the actual level of achievement. A creative pupil is not afraid of being unpopular among his peers, so he has fewer friends among classmates. Noncreative pupils are excessively concerned with the expectations and evaluations of others and are not able to resist the pressure of others at their own expense. They are conformable and seek to "be like everyone else". This fact contributes to the establishment of many satisfying relationships with classmates. Creative secondary school pupils are more relaxed in their communication with teachers, preferring to see them as equal partners. Many teachers tend to keep distance in relations with their pupils, without exceptions for the creative ones. The need to communicate with the teacher is very urgent with creative senior secondary school pupils, but they cannot be content with formal relations. They are more likely to openly express dissatisfaction with the actions of the teacher. This may be due to the fact that teachers do not often enough emotionally support creative pupils. The teacher’s emotional support is necessary, especially in the absence of understanding of classmates. Orientation of the school on the standard, and sometimes on its lower limit, leaves too narrow a niche for the realization of creativity. For a creative pupil it is difficult to perform activities, the meaning of which is not clear to him. It is not easy for a senior secondary school pupil to understand the logic of the school standard, so the school is often not seen as a developing environment. Moreover, the majority of schools select as a basic learning strategy preparation for the uniform state examinations on the basis of conditioned reflex learning.