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Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

Internationally child health records are central instruments of paediatric early detection and prevention of developmental disorders. Regarding children's developmental processes, child health records act as agents of developmental norms, moderate the distribution of tasks between parents and paediatricians and thus materially mediate practices of generational ordering. Drawing on actor-network-theoretical and ethnomethodological approaches to documents as active texts, the comparative analysis of child health records from three European countries focuses on similarities and differences in the conceptions of parental and paediatric responsibilities that can be reconstructed from the documents' form. Referencing normalism theory, the authors work out analytically how health programmes are materialised in documents/instruments, how specific conceptions of the child in development differ and how the construction of parental and paediatric tasks varies in these instruments. In concluding, the analysis is contextualised in different health policies in childhood. [ABSTRACT FROM AUTHOR]