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Learning problems at school reveal what is an often pervasive feeling of misery. The article focuses on the example of a child who, during a corporal mediation therapy, managed to recover the space of his emotions to unlock the imagination and open up the possibility of symbolisation, again putting things into words, with reverie once more becoming a possibility (though relatively devoid of danger). The impasse at the origin of the difficulties encountered lay in the impossible nature of communication within the family. This was recognised and made explicit as underlying the symptom in school life and development could then be resumed.