This presentation describes a training program for teachers who coordinate socialization and learning support programs in the Dijon school district. These programs, designed to help students stay in school, support students aged 12 to 16 who have been disadvantaged by their life experiences, helping them find meaning in school and build calm, secure relationships with adults and their peers. Unable to internalize either social expectations or academic demands, they experience school as a place that imposes rules and knowledge, recognizing only their restrictive nature. They consequently experience a profound rupture with the educational system, becoming marginalized both academically and socially. Developing the CPS of these young people and the adults who support them represents a major lever for intervention, enabling them to embark on and secure a path back to school. A two-day intervention took place in June 2021, led by ScholaVie, a nonprofit organization that combats school dropout and works for the well-being of all members of the educational community. This initiative was made possible under the Academic Plan for School Retention and Dropout Prevention, a plan co-financed by the European Social Fund through the national operational program Employment and Inclusion, 2014–2020. The obstacles encountered during implementation were financial, organizational, and ideological. It was necessary to convince stakeholders of the role of CPS in learning, to challenge certain perceptions of the teaching profession, and to counter the pressures of the curriculum. During the training, a balance between theory and practice was emphasized. The theoretical and scientific foundations helped overcome these obstacles, while practical experience allowed participants to internalize the benefits for themselves and their students, thereby