The paper we would like to give to European Conference Educational Research sets out to tackle the issue of handling school conflict through mediation. It will examine the question of school violence more accurately through school conflict. In a spirit of reinforcement, of partnership exchange and of European common culture, we as researchers will make use of : - epistemological questioning, the hypotheses needed for research, the results of the investigations on studying signs led in the field for many years. - the application of our research - the application and the analysis of a theoretical pattern for handling conflicts through mediation. We will try to suggest lines of thought so we can understand the effects and the indicators of the results which put forward the success, the failure of their application in the field. The purpose of such communication - beyond the French school experiment it sets out mediation as " a tool to regulate conflicts " is to underline how seldom empirical and scientific research is on that subject. It demands pragmatic comparisons with European patterns applied at school. We'll introduce to you a pattern -a subject for debate - of " real " mediation studying 500 school children within the context of a thesis and named " the mediaction " which is a neologism. Our study tackles school conflicts thanks to groups of mediation and tries to regulate them through students'contracts. Our main job is to improve the atmosphere in the school. Our approach is based on participation and interference in the life of a group ; of a micro-society which is school. The goal is : - to make individuals active inside groups - to allow ideas to grow - to strengthen collective work - to soothe strained relationships - to keep up the social link Those are the reasons why mediation becomes effective within action, for action and through action. That's why we name it after a neologism :mediaction We are witnessing strong demand for mediation. -Is it the reflection of " bad being " or " bad living " in our society or else is it the expression of deep social transformations ? -Is it the return to an old way of communicating : " speaking " which became " mute " or "specialised "leaving room for action ? Mediation seems to embody those life stories, those secrets, those repressed feelings suffering from non- communication with each other and unwillingness to open up. Urgent need as method of expression , mediation allows speech to be heard and sometimes understood. We can note an increasing number of places where to be listened to, an increasing use of mediation in many fields : socially, legally and culturally speaking, mediation is becoming an institution. Our school mediation is " citizen-oriented ". It is quite different from legal and institutional mediation. It must keep its freedom of expression and that creative power as an evidence of the renewal of the social link. It is led by a third party responsible for a balance between the two parties. It bases itself on points of disagreement so that the protagonists can find the solutions by themselves or at least a common way of thinking. Lastly, our work is shaped within the scope of theory supported by a compulsory deontology. Investigating problems of violence and school conflicts is quite tricky, a source of misunderstanding, strained relationships and sufferings. The methodological frame and rigour make the researcher's attitude clear and reassure the " school members " being studied. Methodology allowed us to question whether an ideal being can exist or not for mediaction - What does the field teach us as far as research and intercession are concerned ? - Do " facts " exist preventing media(c)tion process from happening and from being achieved ? - Are there different types of students in conflict ? - How to use these criteria in mediation and preventive actions ? Preventive measures allow us a feed-back to our first question and to the hypotheses of the two important steps of our work (intervention/mediation) and (research/conflict patterns) Briefly : we wish our action to be modest because it is confronted to many and constantly improving other experiments. Nevertheless, it's a logical, constructive and positive action ; it voices - the refusal of the " members " to retreat into absolute silence - the refusal to give a quick and dangerous demonstration proving that French school is in a crisis - the disinterest of teachers towards their job and the " audience " - the existence of a barbarous and self-destroying youth - the total abdication of parental responsibilities - the laxity of the executive staff Well ! an endangered society which is ours.