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Educators working under a judicial mandate write in the context of a specific order. But most of their work, especially their distancing from situations, is done orally. This text offers a perspective on writing of the self, on the self, by others, for and with others. How do we work with the so-called “struggling” families identified by the child welfare service as being “abusive, inadequate, deficient, and precarious”? Educators commit themselves and their responsibilities when supporting families. Here, we question our institutions, our practices, society, and the paradoxes of our profession, while daring to mention what cannot always be discussed in our field: the outlines, shortcuts, and limitations of educating in an open environment.