The authors consider the phenomenon of learning disabilities that is typical of the current times. They stress in particular the role of families in identifying the problem and the subtle balance the therapist has to strike between the request for help and the "protective" approach needed at school. They highlight the importance of keeping a psychoanalytical setting with the parents in the effort of approaching patients as individuals and not only their disorder. They suggest a psychotherapeutic approach that supports the patients’ fragile identity through the reenactment of their experience as misunderstood students.
Keywords: Learning disabilities, psychoanalytic psychotherapy, school transference, symptom, curiosity disorder, therapeutic alliance