Abstract
SUMMARY Today, school failure, which was once of concern only to educational professionals, has become a social marker which can lead to educational instability and marginalisation. In France, as in the other European nations, tackling school failure has become one of the priorities of the education system -- a priority for both action and reflection. The analysis of the factors underlying school failure has now thrown the spotlight on the importance of the strategies and attitudes of both the pupil and the teacher, and the solutions advanced to overcome learning difficulties are indicators of the evolution in our understanding in the domain of educational support. Every teacher, every institution, is henceforth under the obligation of ensuring the success of all pupils and is expected to invest in and modify both pedagogical practice and the organisation of schooling.
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