La traversée traumatique d'un enfant migrant à l'école

The analysis reveals different types of passages: family passage, institutional passage, and projective passage that requires a mental reorganization of previous experiences. It appears that the environment is very important in the psychological construction of the child. The difficulty of investing school knowledge comes from a lack of evidence of his personal history. The discussion raises some issues of migration latency period as well as some problems with changing cultural context. To symbolize and build an intercultural Me, the migrant child needs to rely on stable environments.