33

The author presents an intervention with a boy in the first year of primary school (CP in France) and a number of paths of reflection on his missions to provide support in cases of behavioural disorders. An increasing number of students act out, creating recurrent problems for teachers. The majority are boys who have a deficit at the level of language and learning difficulties in spite of a correct IQ. They also present a deficit in empathy, difficulties in entering into relationships, and underdeveloped or stereotyped social skills. Teams offer pedagogical practices in difficult school establishments, with the aim of helping the students acquire capacities for exchange, self-regulation, a sense of wellbeing at school, and collegial practices for resolving conflicts.