Didactogeny is an expressive indicator of school maladaptation. As soon as it appears, as a result of the communication mistakes committed - voluntarily or involuntarily - by teachers, it puts undesirable pressure on their disciples, disorganizing their activity and relationships of all types. Since the phenomenon in question disrupts the training process by the pernicious energies which it possesses, calling into question its proper conduct, it is evident that the preoccupations appearing in such a case must concern - first of all and in particular - the learning capacity of the pupils or, more precisely, the manner and extent to which the targeted type of capacity is subjected to erosion. The data we have - we refer both to the findings we managed to extract from the specialized literature and to our own observations related to the inappropriate behavior of teachers - shows that, ad extremum, the detrimental influence that didactogeny has, as a pathological factor, over the ability to learn is expressed in at least three phenomenological situations: (i) occurrence of school delays, (ii) decreased ability to process information, and (iii) disrupted motivation to learn.