Divergent thinking (DT) is a thought process wherein many original ideas are conceptualized and unique suggestions are proffered to identify the best possible solution to a problem; it is an important component of creativity. The present study endeavors to examine the level of DT in school students and the primary factors influencing DT with the help of assessment tests such as Standard Progressive Matrices (SPM), the Emotional Intelligence Scale (EIS test), and Sharma’s Divergent Production Abilities Test (DPA). A cross-sectional study is done using quantitative methodology and probability sampling techniques. The participants of the study are [n = 192 (boys = 106, girls = 86)] school students in the age range of 11–14 years, and the study area is Tiruppur district in Tamil Nadu. Results indicate that DT and EI are negatively correlated with each other, and there is no relationship between DT and intelligence quotient (IQ). Gender differences in DT are identified, with males scoring higher than females on assessment tests. There is no significant difference between the influences of demographic factors like geographical area, economic status, age, birth order, and hand preference on DT. The study’s major conclusion about education is that students at CBSE schools do better than those at private and government-run schools. The performance of government school students is rather poor when compared to CBSE and private schools. This indicates that government school students require proper training, timely assistance, and innovative teaching methods, which lead to the enhancement of DT and creativity.