Changing lives in the classroom

This paper sets out to describe the search for solutions as the complexity of the teacher’s role with vulnerable pupils gradually became apparent. The aim is to demonstrate how the application of psychoanalytic theories examining the unconscious processes in individuals and their influence on classroom behaviour enhanced the capabilities of the teacher and helped her to look beyond mere management of behaviour in the classroom. The use of these theories provided a ‘thinking’ space for the teacher whereby teacher–pupil relationships and behaviours could be thought about and ‘contained’ thereby facilitating the teaching process for both teachers and pupils. Examples of classroom practice are provided whereby an applied psychoanalytic framework proved to be a potent source of renewal and increased capacity in the teacher. The active participation of the teacher in her own learning process of applying psychoanalytic concepts contributes to an ongoing, developing project with her pupils.