The paper presents theoretical discussion and empirical results deepening relations between climate for creativity in the school and students' creative abilities. Based on author's model of climate for creativity, where three dimensions are included: interpersonal (trust), task (freedom) and energetic (uncertainty) it was checked which configuration is optimal for creative abilities' development. Research conducted on a large sample of students from gymnasia and high schools (N=1878) from 53 schools showed direct connections with each of climate dimensions (main effects) as well as interactive effects. It was found that observed relations are curvilinear, and synergetic effects of environment helpful for creativity are the closest to the schools characterized by high intensity of trust and medium dynamism as well as high in freedom and medium dynamism. Educational consequences of the results are discussed.