This thesis presents an interface between three fields of knowledge intertwined with language: Educational Psychology, Exploratory Practice and Interactional Sociolinguistics. Based on the researcher’s previous experience as an English teacher and as an Educational Psychology university professor, the present thesis proposes that we need to understand hardship at school and ways of approaching it by considering the concept of practitioner, one of the pillars of Exploratory Practice. The study aims to investigate how the discursive practice between an educational psychologist (represented by the researcher) and the teachers involved can contribute to the understanding and the handling of socio-emotional hardship in the school scenario. Based on the propositions of Exploratory Practice and on Educational Psychology, as oriented by psychoanalysis, the investigation intends to gain deeper understandings on how the educational team of Saint Francis School can weave together different ways of listening, understanding and dealing with the discomfort presented by the students referred. For analytical purposes, the data were separated into two groups. The first one consists of professional meetings (recorded and transcribed) between the psychologist and the teacher(s). The second one consists of interventions named Exploratory Dynamics carried out in the classroom with the teacher and the students. The analysis was based on the constructs and methodology of Exploratory Practice, Narrative Analysis, Conversation Analysis and the concept of meaning making. The analyzed data indicates that the involvement of these practitioners in different phases of the investigative action promotes understandings regarding the quality of life lived by the group of students. It can be concluded that this investigation promotes professional development for teachers and Educational psychologist. The interpretation of the data gives support to a deeper reflection on the recent issue of childhood medicalization and also indicates new ways of listening and managing symptoms with special emphasis to the importance of the family-school partnership.