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This article presents the practice of UMMIS, a care unit that is innovative on account of its mobility and inter-institutional mix that was created to support children with behavioural disorders at school. Through a systemic, and more specifically ecosystemic approach, it involves caregivers, teachers and families, using a diagnosis of the situation that broadens the strictly individual interpretation of symptoms. UMMIS seeks to transform the educational relationship into a therapeutic tool, as shown by the story of Vainqueur. It encourages family/school ties in order to build a secure environment for the child. It supports teams in the work of mentalization in order to strengthen professional skills and restore the power to act. As a young unit, it strives to develop its creativity by developing new proposals in line with the complexity of the issues encountered.