The main objective of this paper is to report findings from a research carried out in France as part of a European Union funded project entitled : Inter-Agency partnership for improving inclusion of “at risk” young people in Kent and Nord-Pas-de-Calais. The ‘at risk’ pupils have problems at school, perhaps it is partly the school’s fault, but school alone cannot solve them. Since the extension of compulsory education for all, school failure, initially pedagogical problem without true social consequence, is essential more and more like an alarming social problem. The young people who find themselves excluded from any social participation were indeed generally victims of the school failure. “More than ever, school failure generates social failure, i.e. precarious life, marginalisation [..]]) Charlot. This problem is an European problem and countries in Europe are fighting school failure by introducing positive discrimination policies (Eurydice, 2002). This project demonstrated the need for an approach that was wider than school-based activities. The study focuses on youths at risk who are involved in a wider range of negotiated cultural, leisure and sporting activities designed to develop their sense of civic responsibility, and to encourage them to seek further education as an exercise of their own choice in the matter. A social centre and a school are involved to accompany pupils after compulsory course, but not to substitute itself to the teachers’ work, the family or the responsibility of the youth. On the contrary, it is by a work in partnership that it is possible to create a sustainable link. The two structures notice and share the same opinion that the social background and the school life must be taken into account. It is fair that a majority of school is not used to have such link with youth worker. He motivate the Young people and edge create has feeling off confidence in them from the activities practiced and especially by to their permanent presence. The partnership with the youth worker facilitates the rehabilitation off thesis “At-risk” students into school life. Since Gardner's work (1996), we cuts thought off modifying the behavior off pupils by finding the activities which will motivate them. We supposes that yew the pupils find year interest in year activity off the school, they will cuts has positive view off it. The mediator off the changes edge Be has person who is external to the school.

The model retained for this study is a combination of the Risk Factors Approach developing by Janosz (1996), Farrington (1998) and the systemic analysis ; That we have named the Influence Network Approach (Masson, 2009). This study is in several phases. The first phase involved administering a behavioural screening questionnaire, the Goodman Strengths and Difficulties Questionnaire (SDQ) to young people with an average age of 13 years. The SDQ (Goodman, 1999, http://www.sdqinfo.com) is a self report questionnaire comprising of 25 items designed to measure young people’s strengths and difficulties. The questionnaire proposed by Goodman is interesting insofar as it makes it possible to draw up a profile of the young people by highlighting the population at risk of exclusion. The different view (teenagers, parents, and teachers) is also a means of comparison and adjustment.

A group of pupils (about 15) well known by the youth worker were identified to be at risk. However, referring to the SDQ questionnaire, the youth worker had not the same perception of the youth that the teacher. The partnership with the youth worker facilitates the re-integration of these ‘at-risk’ students into school life. The youth worker have another view off the Young person. A local educational community was created and a convention was signed. This settle the links between the school and the social centre. It is now the rule that the youth worker stay in the school and help pupils or propose activities. Unfortunately, all problem are not gone but this partnership contribute to help pupils and try to open mind of some conservative staff.