This study presents the results of implementing an educational model grounded in the principle of humanity and tolerance, aimed at fostering the development of socially responsible attitudes in primary school pupils through a creative pedagogical approach. The research was conducted with pupils from the 3rd and 4th grades, divided into experimental and control groups. The practical component was carried out with the active participation of art therapist Petya Darakova in a non-formal educational setting that encouraged free creative expression and meaningful dialogue. The programme comprised four pedagogical modules: drawing and personal visual expression, creating story templates, storytelling and dramatisation, and collective interpretation through the creation of a picture with stones. The main goal was to cultivate attitudes of respect for diversity, empathy, and cooperation among the pupils. Analysis of the results indicated a clearly observable positive shift in empathy, tolerance, and social responsibility among the pupils who participated in the programme, while the control group maintained comparable levels of these attitudes throughout. The conclusions drawn from the study confirm that the proposed model is an effective tool for developing value-based attitudes of humanity and tolerance through experiential learning and art-based activities. It provides a practical contribution to contemporary inclusive education strategies by promoting interpersonal understanding and a culture of peaceful coexistence among primary school pupils.