This research summarizes the comparative and qualitative study which presented the result of cooperation between three secondary schools in three different European regions, Mons-Hainaut (Belgium), Kent (United Kingdom) and Nord Pas-de-Calais (France). Each school has a specific definition of exclusion from school and the difficulties encountered by young people. Historically, the academic culture supports on the norms and the interdicts to exercise school authority over students. The difficult mission of school is to find out disaffected students and to remedy to their problems. student disaffection is closely linked with the student's feelings of failure. The educative institutions dealing with teens failure are paying attention only to the training difficulties. In fact, school tries to compensate the students' problems in multiplying learning means to motivate school disaffected ones. These processes are important to make us understand the pupils' school life and representations. The main focus of the research was on disaffected young peoples' perceptions of school environment. But what I am concerned with here is the voices and representations of disaffected students at school, in particular, drop in and drop out. That is why I am interested in the phenomenon with as point of departure the following questions : - How to understand the students' school life ? - How to encourage their self- expression at school ?One mustn't forget that the adolescence is a critical period bridge to adulthood. The phenomenon is neither universal with physical and bodily changes, preoccupation and self consciousness. At the same time, young people may be facing a number of pressures : high rates of boredom and alienation from meaningful challenge reported during adolescence. The self expression is problematic in the bodily, sensory and personal dimensions of pupil. How, methodological, do I authorise the disaffected students' self-expression ? The drawing is a pertinent response. Thanks to this method I become aware of the power of emotions and how 150 young people feel about their school life's' experiences determines their anxiety degree. To pay attention on the body and the education is to make the choice of studying the paradox of submission promulgated by School, in general speaking, in relation with the necessity of self-expression felt by teenagers.I focused on the different forms of intelligences to understand : first of all, how they are taken into account in the Educational system and then, how they are revealed by the pupils with learning difficulties. My hypotheses are based on the graphic expression of the representations about school : School leavers are led to represent the implicit : the world of emotions and their perceptions of school. Many students who perform poorly on traditional pedagogy show others abilities when the activity incorporates the self expression. And this activity permits to increased self-esteem. Through drawings, they express their sensibility and appeal to different intellectual fields which are intrapersonal (expression of emotional life), visual-spatial (creativity or capacities to orient in the space) and bodily- kinesthetic intelligence. .This study raises questions as to the meaning and conditions of the development of nonverbal communication within the school in three countries. Creativity includes flexibility, originality and the ability to organise perceptions and emotions. The unfolding of creativity affects all their development areas : spatial and bodily - kinesthetic. This drawings are both an emotional pleasure and a real desire of representation and self- representation. It is also a opportunity to see the students with their capacities which opposed to traditional representation of students presented with only difficulties.