The point of departure of this paper is the fact that the notions of accompanying and supporting adolescents are at the moment very popular in the field of education. The recurrence of the theme can be heard as a reminder to educators of the necessity for subjects to make their way in relation to each other, or thanks to their relationship. But if their reminder is becoming necessary given the new forms of social relationships confronted with the fragilisation of symbolic references, the institutionalisation of support runs the risk of reducing support or guidance to their normative dimensions. Supported by the observations gained through different research, the point here is to analyse this risk in order to understand what teenagers expect from support on the part of adults-educators- teachers. After having briefly defined this rather blurry notion, the focus will switch on how to displace the question of support to one of the expectations of a relation, by recalling the psychological issues involved in the adolescent trip.