This article proposes a reflection on the possible intervention of psychology to support the development of the institutional function of the school for the promotion of individual and collective growth through learning, in compliance with fundamental human values and for the active exercise of citizenship rights (Gallegati 2002). Starting from the observation of the need of the Italian school to deal with new development needs linked above all to the organizational and decision-making dimensions, a psychology intervention is hypothesized aimed at supporting teachers in the development of their competence to read and effectively integrate the demands of the internal and external social contexts of the school, through the development of active participation in training by students through the group setting of the class, as a context of relationships within which the latter emotionally symbolize the school itself and which in this sense can facilitate or hinder the process learning.