Individual Psychology in the school: the difficult child, or the teacher in difficulty

Abstract

This contribution examines the application of Adlerian individual psychology in the school setting, with particular focus on the “difficult child” and the struggling teacher. The authors highlight how children’s problematic behaviours are often misunderstood by adults, leading to blame and marginalization. Teachers, lacking adequate theoretical tools, struggle to interpret behaviours that fall outside traditional educational models. Adlerian psychopedagogy is presented as a valuable resource for educators, offering an interpretive framework that focuses on the purpose behind the child’s behaviour rather than its immediate causes. Understanding the “why” behind a child’s actions allows for the development of more effective and respectful educational relationships that honour the child’s individuality. Adlerian psychologists can work in schools not only as therapists but also as trainers, helping teachers develop an integrated view of the individual, based on the psychosomatic unity of the person. Adler dedicated three major works to education, all grounded in therapeutic optimism—the belief that no child should ever be considered “hopeless.” The teacher’s role is central: they must address the child’s current manifestations, while the psychotherapist intervenes in more complex cases. Collaboration between teacher and psychologist is essential for creating a positive educational environment. Adlerian clinical psychopedagogy includes both diagnostic and corrective components, offering interpretive hypotheses and intervention strategies that support the child’s integration into the classroom group. The teacher must operate within a framework of emotional communication and mutual trust, where learning occurs through a person-to-person relationship. Social interest, considered by Adler the “barometer of normality,” is a key educational goal: children should be taught to collaborate with others, not to dominate them. The proposed intervention model aims to foster personal and professional transformation in educators, supporting an educational process rooted in trust, courage, and inclusion