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In twenty years of work with children presenting school problems, our practice has evolved from an approach focused on the child and his family, to working within the school context with the resources and competencies of students and teachers. We have dealt with a variety of problems in which discouraging symmetrical struggles and school failure severely tried everyone’s resources. In concentrating on the interactional processes and representations that constitute the problem, and in helping teachers recover their creativity in managing difficult situations, we have often encouraged a rigorous framework in the form of clear rules, high expectations, and a dynamic use of deadlines. This is coherent with the normative aspect of the school context. This framework, underpinned by the teachers’ involvement, their respect for and recognition of students, their capacity to believe in them and to instill meaning in their teaching contributes to solving a great deal of school problems. What are the limits of this type of work, based on the idea of teachers’ and students’ resources and competencies? Is this a reductive “normalization” of children within a context that is no longer questioned? Is it a dynamic opportunity and, as such, a preventive measure, a lever for more important changes? We will briefly summarize our practice and propose some reflections on these questions.