The recent protests by high school and university students have prompted some educational institutions to switch to remote learning. However, the Union étudiante, a student organization, has claimed that this shift may not be fully legal under the Education Code. According to the group, the implementation of remote learning must be validated by university councils, which implies that decisions made unilaterally by school administrators could be in violation of the law. This debate centers on the interpretation of specific legal provisions regarding emergency measures in educational institutions. Article R. 421-12 of the Education Code allows the head of an institution to take necessary actions when serious difficulties arise, such as prohibiting access to school premises or suspending activities in the event of emergencies or threats to order. For universities, Article R. 712-8 permits the responsible authority to restrict access to premises or suspend teaching for up to thirty days during disturbances. While remote learning is not explicitly mentioned in these articles, it is considered a necessary measure to maintain the continuity of public education, particularly when in-person classes pose safety risks. The legality of remote learning depends on the circumstances. If in-person classes are blocked or pose a threat, switching to remote learning is a constitutional obligation to ensure public service continuity. However, if access to institutions is not blocked, remote learning may be considered illegal, as in-person teaching is the standard form of education. The Union étudiante appears to have conflated the temporary use of remote learning during emergencies with the creation of a new long-term remote learning program, which requires approval from institutional councils. In cases of temporary remote learning due to blockades or other emergencies, institutional councils are not required to be consulted immediately, as these are considered urgent measures. However, heads of institutions must ensure that students have the necessary resources, such as internet access and computers, to participate in remote learning. If students lack these conditions, institutions must consider alternative solutions to ensure their inclusion and avoid failures in public service, particularly for vulnerable students.