A study is reported of a psychoanalytic intervention in a very violent and prejudiced Jamaican school with disenfranchised children 7-9 grades who had failed academic streaming examinations. Over the period of 3 years of the intervention using mentalization and power issues approaches grounded in attachment theory, children were assisted to feel connected and valued by their school. There were striking improvements in academic performance, decreased victimization, and increased helpfulness especially in boys including significant trickle down effects to grades 1-6. Overall, the school became a place teachers wanted to join and the Jamaican government recognized their success and built a new school for them in a better location.