Makerspaces are now common in schools. Their advocates argue that they improve learning; that they foster future-focused learning; and that they are, potentially, a disruptive force for good in education. This article evaluates these claims. It looks at the origins of the makerspace concept and at its uptake by educationists. It argues that, in their current form, school makerspaces are unlikely to be 'educative', in the Deweyan sense. Nor are they especially 'future-focused' or 'disruptive'. The makerspace idea is, however, potentially useful in educational contexts. The article puts forward two rather different ways school makerspaces could be educative and/or disruptive.