The focus of this literature search is whether, and if so to what extent, arts participation can be shown to advance cognitive and personal/social outcomes for school pupils who participate, and the possible subsequent positive effects on the more academic aspects of school life such as achievement and attainment. The generally held belief that the "arts are good for everyone" is a powerful concept for those working in education who, in addition to wanting developmental outcomes for individual pupils, also see arts participation as potentially and instrumentally useful in raising educational standards via the increased motivation, confidence and transferable cognitive skills within groups of pupils that are frequently cited as participation outcomes. Literature pertaining to self-esteem, self-concept and the alleged transferability of personal, social and cognitive learning via opportunities to be creative is examined in detail, as is the work of those wishing to re-promote the arts for "art's sake." More widely, the article explores the arts participation literature that emerges from a variety of contexts beyond schools such as neighbourhood renewal and community regeneration initiatives; practice on both sides of the Atlantic is investigated. Finally, opportunities for advancement of research in the field are outlined.