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In a context where the school’s role of transmitting knowledge is under attack, it seems important to use the literature on suffering at work to identify a “suffering at school” that is not considered as an individual pathology. This suffering at work is an essential component of the teaching profession, a profession which involves weaving and sustaining educational ties, as well as ties of transmission. Certain support structures for teachers, such as the “ groupes de soutien au soutien” (support groups for teachers) developed by Jacques Lévine, help to contain this suffering by restoring the thought and the supportive function of the teacher and his/her institution. Two clinical examples show how this space of group work allows complaints to be expressed and helps to think about/heal relational difficulties. By experiencing an “empathic” psychic posture and “real communication” (“ vraie parole”), which modifies established ties, teachers learn to contain the excessively intense drives of their students.