We are confronting multiple and simultaneous losses. The traumatic effects of the pandemic persist, while wars and environmental devastation unfold globally. Rates of climate anxiety, depression, self-harm, and suicide among young people are rising. Boraks (2008) argues that “experiencing loss requires a sophisticated emotional organization, capable of keeping the individual alive for the experience of loss itself”. According to this author, many individuals “have not even reached the experience of being alive, and in the face of loss, it is the self itself that shipwrecks,” leaving them, as Marques (2023) points out, to “cultivate a barren ground of desires and emotions as a way to survive in an equally inhospitable world”. Exploring clinical work in such contexts, Brun (2018) asks: “How can one define the specific modalities of analytical work in clinics that confront us with … parts of psychic life not subjectivized, even in the expectation of subjectivation?” Building on Boraks, we aim to address Brun's question in the pedagogical field. Can we develop a psychoanalytically oriented pedagogy for young people who have inherited numerous losses and whose psyche has not fully experienced being alive? Can such an approach guide pedagogical practices that inspire and nurture the expectation of subjectivation?