The term "scheme", associated with "support" or "help", has become a common term to refer to the framework within which educationalists are now responsible for designing and carrying out their profession. Alleging an ever increasing number of pupils in difficulty, the authorities are implementing a policy for developing and individualising support schemes. But what do we really know about these schemes and their effects on the activities of those involved? Following in the tradition of the ergonomic approach with regard to teaching activities, this contribution endeavours to clarify the issue of support in the teaching environment, when its implementation is prescribed in different work environments, often outside the classroom, crossing different times and spaces. By presenting some prominent results based on the creation of an observatory for Priority Education professions, we are given access to these debates, vocational controversies and conflicts of criteria which, when not recognised by institutions, leave teachers isolated in the face of the full extent of their activities
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