Abstract
This study examines the relationship between creativity and mental health among tribal adolescent students at the high school level in government schools of Sailana Tehsil, Madhya Pradesh, India. Using a descriptive survey design, data were collected from 100 randomly selected tribal students. Creativity was assessed using the Torrance Test of Creative Thinking (TTCT) and mental health through a standardized Mental Health Scale. Results indicated moderate mean scores for creativity (M = 52.34, SD = 8.21) and mental health (M = 48.67, SD = 7.95), with a statistically significant positive correlation (r = 0.62, p < 0.05). Grade-wise analysis revealed progressive improvement from Grade 9 to Grade 11. Findings suggest that fostering creativity through culturally responsive pedagogy can significantly enhance the psychological well-being of tribal adolescents. Implications for inclusive educational policy are discussed.