The paper reflects about the possibility of psychoanalytic intervention in the school, how we can promote the psychological and emotional wellbeing of the pupils and therefore the mental health in the evolved age and in the world of the school. For this particular psychological situation of the adolescent it is analyzed above all his dependence and how this emotive interaction with the teachers helps the delicate move of a child still supported by his parents to an independent personal development. The ways of interventions in the school are analyzed specifying that if they are done with an psychoanalytical eye they can promote psychological health . Infect in the informing years\of his identity its is very easy for a young person in difficulty to choose, even pathological, a socially definite role. In this case to identify early symptoms or give a diagnosis which indicates only a risk factors induces a stigmatism that can influence the social progress and psychological evolution, damaging the beginnings of the situation of margined. It is done the analysis of School institution and his psychological dynamics and of the activity of the teacher confronted with his mental state while teaching in class. Then there is a reflection on how to create changers in the psychological climate of the class and how to form the mind of the teachers with psychoanalytic instruments: to help the school, to effect its main educative job that is the form citizens. This can’t happen without their adequate psychological maturity.