The articles in this issue of the Journal of Applied Psychoanalytic Studies pose a dilemma for educators. On the one hand, each article describes an important psychosocial intervention implemented in schools. On the other hand, these interventions, at least as described in the articles, are either imposed on the work of teachers and students or isolated from that work. Either circumstance ultimately limits the impact of the intervention. I claim that analysts and teachers are natural allies despite lack of evidence for alliance in these articles. To extend that alliance beyond conversations about individual children, analysts must understand that teachers’ views of learning and development are different from those that influence the organization and management of schools.