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The decline of the paternal function has consequences on the authority at play in a pedagogical relationship. On this basis, the acting-out in middle school—too often confused with a passage to the act—should not be seen as a pure provocation: rather, it is a call to teachers to handle transference. This way, the Subject in the teenager may be ethically fostered, specifically in this period when pupils encounter the harbingers of a new and unknown jouissance driven by “the most delicate of all transitions.”