The Author discusses the role that school and family should take on in order to promote an adoptive journey carried out in a resilient manner. Handicap and adoption, in this theoretical framework, are taken as two specular examples of life journeys, as they require ‘flexible’ relationships and skills. In both cases children need adults who believe in them and who stay close to them, bringing into play concrete/material resources and above all, emotional ones. The author, after introducing the life challenges of a handicapped child, concentrates on the story of Yuri, an adopted child.
The paper provides an original analysis, since, as well as looking at the parents as people capable of activating a resilient parenthood process, also looks at the teacher who is defined as ‘adoptive teacher’. The adoptive teacher should have special and flexible skills to deal with the child the teacher is facing, but also with the child’s own history.
Keywords: Adoptive journey; resilience; adoptive family; adopted children’s social inclusion; teachers and adoption; handicap and adoption.