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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]

This paper reflects on the significations of the 'mental life' of the city that are represented by the material symbols on display. In trying to comprehend the public display of fascist era 'art' in the city of Trieste, it addresses an example of trying to make sense of the 'impossible'. Reassured of the contested nature of such displays, the paper reflects further on the power of symbols in fascism and how different countries have addressed their legacy. Confirmed of their danger, we examine the risk of leaving their significance unanalysed and contextualise this in a comparison of the respective approaches of Italy and of Germany. We also consider the potential impacts of toleration, and normalisation, of such artefacts. [ABSTRACT FROM AUTHOR]