Three teachers from La Tourtelle School in Aubagne and one teacher from Jean Zay School in La Ciotat have been provisionally suspended since August 31. These suspensions follow an administrative investigation that focuses on their statements, repeated reports, and collective engagement. The teachers have been suspended for four months. The student movement sweeping the country has been met with a police response of considerable scale. While the situations are not equivalent, a similar mechanism is being examined: when unacceptable conditions are denounced with sufficient insistence, how do those who refuse to accept them end up being presented as the problem? At La Tourtelle School in Aubagne, students and staff have for years worked in buildings too cold in winter, stifling during heatwaves, and inadequately cleaned. They have also faced issues such as rodents, bedbugs, faulty equipment, and serious safety concerns that were repeatedly reported. A report regarding an inaudible fire alarm had to be repeated because it was considered "disproportionate" by local authorities. A broken basketball board, damaged by a municipal truck, still awaits replacement more than five years later. Between January and April 2025, more than 70 days of absence without replacement were recorded at the school, and by the same period in 2026, that number had risen to 125. When the principal was placed on part-time therapeutic leave, her position was not filled between January and March 2026, and was only partially covered until the end of the school year. Students with disabilities at La Tourtelle School have faced unique challenges, including those whose access to the cafeteria was conditioned on a specific "test," those who were temporarily advised not to attend due to insufficient staff, and those whose right to schooling was sometimes questioned because of a lack of support staff. These conditions are described as institutional violence: a daily, repeated, lasting degradation that ultimately requires staff and families to accept what should never be considered normal. The alerts regarding these issues have been described, depending on the situation, as disproportionate, misplaced, exaggerated, or unfounded. When staff informed families about the temperatures in classrooms, their postings were removed by municipal services. When they returned to unresolved safety issues, it was no longer just the initial problem that was discussed: it was their insistence. The initial violence disappears over time, but its denunciation becomes visible. The problems caused by the organization of the service are then transformed into shortcomings of the behavior of those who report them, who are seen as too insistent, too negative, or too radical. The institution can then present itself as the protector of the collective against those who suffer and denounce its own failures. The student movement has reached more than a thousand schools on October 1. Students are mobilizing based on similar observations, including the lack of staff, overcrowded classes, the condition of the buildings, and school inequalities. Issues related to Parcoursup, the system for higher education applications, and future educational prospects are also part of the expressed motivations. There have been, on the margins of these mobilizations, damages and violence. These facts exist and must be considered as such. However, they cannot be sufficient to summarize a movement of this magnitude, nor can they erase the demands that gave rise to it. The government now refers to "urban violence" and has reinforced its order-maintenance measures with CRS (Républicaine de Securité) and mobile gendarmerie. The Minister of the Interior reported more than 5,000 arrests since the beginning of the week. Nearly 1,800 people had already been placed in custody between Monday and Thursday evening. The Minister of Education reported 170 injured students since the movement began. Several teenagers have been seriously injured; Le Monde documented the case of a 14-year-old high school student shot in the jaw at point-blank range by a grenade launcher. Amnesty International warns of disproportionate use of force against minors, mentioning grenade throws, tear gas, and mass arrests. The police response itself produces facts that cannot be dismissed. The government's framing of the movement as "urban violence" focuses attention on the excesses rather than on the demands that gave rise to the movement. By identifying those who alert or political officials who support the mobilization as responsible for the disorder, it cannot exonerate the public authorities from their responsibility in the institutional violence that preceded and fueled this mobilization. The suspension, the threat of sanction, the arrest, or the custody have an effect that goes beyond the people directly targeted: repression increases the cost of commitment. It tells everyone else what it could cost them not to fall into line. Defending the suspended teachers is not just defending three people in Aubagne or one in La Ciotat. Defending the students who are mobilizing is not defending a few images of barricades. It is defending our collective ability to name what becomes unacceptable before habit transforms it into normality. It is defending the right to alert, to contest, and to return when nothing has changed. It is defending public services as common goods for which users and staff have the right to demand that they function with dignity. Ultimately, it is defending our ability to build society differently than through fear and silence. We demand the immediate lifting of the suspensions and the reintegration of the affected staff into their schools, as well as a response to the problems they have reported rather than repression of those who report them. We also call for a response based on dialogue and an immediate stop to the police repression of the student movement. We demand resources adequate to the needs in the public education service in order to make it a place of emancipation and construction of citizenship for all.