Understaffing in French Schools

Sylviane Valmorin, an AESH (Accompagnante d’élèves en situation de handicap) and member of the SNES-FSU union, highlights the impact of understaffing on her work in Bondy. Until 2024, she was the only AESH in her school complex, but now there are four AESH for over 1,600 students. The demand remains high, with each AESH now working a maximum of 8 hours per student, compared to 16 or 18 hours previously.

Challenges at Delacroix High School

At the Delacroix high school in Drancy, Ambre* reports similar challenges, noting that four to six additional AESH would be needed to meet student needs. Currently, some students receiving individualized support only get seven hours per week, or eight "when they are lucky." This is far below the 15 hours Ambre* believes are necessary. Since the start of the academic year, students in BTS programs no longer receive support at this school due to lack of resources, with priority given to secondary students.

AESH During Exams

During baccalaureate exams, AESH must move between students to explain instructions. Alexandra Poussin, an AESH for seven years, explains that this shifting is necessary during exams. According to figures provided to Parliament, 48,726 students with a human support notification were still waiting for an AESH at the start of the 2025 academic year.

Impact on Student Relationships

To address the lack of staff, AESH sometimes have to follow multiple students at once. Sylviane Valmorin notes that students with disabilities are sometimes grouped into the same class to accumulate more hours, which weakens the trust relationship with students, sometimes built over several years. Ambre* recounts accompanying a student for only two hours per week last year, which she says makes it impossible to perform proper work or build a meaningful relationship with the student. Sylviane Valmorin emphasizes that this relationship is crucial for student success.

Working Conditions and Pay

Despite their essential role in the education of students with disabilities, AESH face conditions marked by precarity. According to data from the Ministry of National Education for the 2024-2025 school year, six out of ten AESH have permanent contracts, but 98% work part-time, with an average of 63% of a full-time workload, and an average monthly net salary of 1,030 euros. Sylviane Valmorin states that the profession is not well recognized, neither in terms of salary nor in terms of consideration, and that the salary does not reflect the work involved.

Professional Expenses and Bonuses

Some AESH also face difficulties with professional expenses, as some do not receive reimbursement for transportation costs. Sophie*, a departmental union leader with SNES-FSU, reports that some AESH are considering resigning due to the inability to afford fuel costs to reach their workplaces. Sylviane Valmorin also points out delays in the payment of certain bonuses, which are expected to be paid in six months, while bills are due monthly.

Feminization and Perception

The low recognition of the profession is also attributed to its feminization, as 94% of AESH are women. Sophie* notes that this contributes to the perception that their work is more about personal qualities than professional skills, with the idea that it is a "care" job, emphasizing gentleness and affection, which does not recognize the professional nature of the work. This perception overlooks the technical skills required to support students with diverse needs and profiles.

Training and Professional Development

The initial training for AESH is another source of dissatisfaction, with 60 hours of training deemed insufficient by those interviewed. Ambre* states that the training is done behind a computer, far from the field, and some AESH have never even accessed it. Alexandra Poussin, who has worked for seven years, says she never received this training, and one of her colleagues is in the same situation. Despite this, AESH must work with students of different ages, with diverse disabilities and needs.

Proposed Reforms and Legal Efforts

The SNES-FSU is demanding a two-year training program based on the CAPEI (certificate of aptitude for inclusive education practices) and ongoing training. A proposed law was examined on October 29. The issue of their status is once again being discussed in the National Assembly on October 29. In the context of its parliamentary niche, the La France insoumise group will defend a proposed law to create a category B civil service corps for AESH.

Rejection of Previous Legislation

The text, submitted by Deputy Nadège Abomangoli and several colleagues, includes new recruitment and appointment procedures. This demand is not new, as the Senate rejected the main provisions of another proposed law aimed at improving their status in January. Sylviane Valmorin believes such reform would allow for "a real status, a real salary, and to admit that it is a real profession."

Underfunding and Institutional Gaps

Beyond their working conditions, AESH criticize the impact of underfunding on the schooling of students with disabilities. Sophie* says the difficulties encountered in schools reveal the gap between the goals stated by the Ministry of Education in terms of inclusive schooling and the reality on the ground. She argues that if this were truly a priority, there would already be accessible toilets in schools, adapted buildings, functional elevators, and all staff would be trained on disability.

Hope from High School Strikes

Despite these criticisms, the high school strikes have brought hope to the AESH interviewed. Sophie* sees them as "a breath of hope," "a real gust of air." Ambre* considers the blockage of schools as "perfectly legitimate," provided it is conducted without damage, a view shared by Sylviane Valmorin. For these professionals, the issue goes beyond the recognition of their profession; it is also about ensuring that students with disabilities receive the support they need.