Within the context of setting-up distance learning, the teacher/pupil relation may have been undermined. Behaviours and attitudes revealed the profound difficulties of millennials in becoming involved in learning. The symptoms presented, a cross between invisibility and exhibitionism and a laying bare of the drives, showed with eloquence a rapid detachment from the relationship with the teacher and thus the need to re-establish the bond, an indispensable tool when trying to “get the learner’s thinking pump going again” and to enable him thereby to build up his own subjectivity. The capitalistic aims of social networks and the perverse subterfuges used to capture the attention of the young consumer play an active role in his psychic vacuity, with the risk of dragging him into the torments of non-being, obliging him to adopt the identity of the brand that he consumes. This distancing was not without consequences for the teacher either, who was himself caught in the trap of the loss of a share of intimacy and affected by a process of compensation of the loss of the bond by a hyper-affectivity of expression.