The themes and consequences of consultations between a psychiatrist and a tutorial class teacher working with children from a deprived inner-city area.

This article describes the way in which consultation sessions between a tutorial class teacher and a psychiatrist were set up, and the themes that arose during the first term. We discuss the effect of the consultation on the relationship of the teacher with other professionals in her network. A hypothesis is put forward about the way in which the consultation caused changes which reduced the stress the teacher experienced.