On March 14, 2025, parents gathered outside the Louis-Pasteur kindergarten in Quillan, France, demanding the reopening of one class and the creation of a position for Accompagnants des élèves en situation de handicap (AESH). The atmosphere was tense, as parents voiced their growing concern for the educational needs of their children.
"On se bat pour nos enfants, pour les maîtresses, pour les Atsem (Agent territorial spécialisé des écoles maternelles)," said one parent, conveying the collective frustration. Since the elimination of one class at the start of the 2024 school year, the situation has worsened, with classrooms combining children from different age groups. Parents report significant noise disruptions affecting students' ability to concentrate.
To cope, teachers have purchased noise-canceling headphones, highlighting how dire the situation has become. Officially, the school reports three children need AESH support, but many parents believe the actual number is underreported. "There are eight students who require assistance but only one AESH to facilitate their needs," lamented one frustrated father. This inadequacy raises eyebrows, especially when considering the rights of these children to receive appropriate support.
Echoing this sentiment, Deputy Julien Rancoule remarked, "En vingt ans, le nombre d’élève nécessitant un AESH a triplé, mais pas le nombre d’accompagnants," stressing the systemic failure to address the increased demand for aides. His comments highlight the stark disconnect between policy and the realities faced by children with disabilities.
Romain, another father involved with the protest, shared his deeply personal struggle to obtain AESH support for his daughter, Clara. "Nous avons tout lancé en mars 2024, mais en septembre, l’attribution de l’AESH n’était toujours pas passée en commission," he explained. This prolonged delay left Clara without the necessary support as school began, forcing her to attend only three mornings per week under parental supervision. "Je refuse de mettre ma fille de 3 ans en internat," Romain insisted, demonstrating the lengths to which families are unwilling to go.
Many families feel they are left to navigate the bureaucratic maze alone, leading to situations where the support their children deserve is severely lacking. After having two AESH assigned to his daughter within months, Romain expressed exasperation over the lack of continuity during the transition. "The current aide is still awaiting training, and the school didn’t even notify the medical staff," he lamented, underscoring the failure of communication within the education system.
Parents are not just fighting for their children's rights but also for the teachers and support staff who are straining under overwhelming workloads and insufficient resources. The absence of additional staff has only compounded these problems. Following the protests, elected officials from the region attended and voiced their support for the parents. Mayor Pierre Castel remarked on the necessity of the situation, noting, "Nous avons eu le courage de supprimer une école sur notre commune; cela permet à l’Éducation nationale de faire des économies. Ces enfants ont besoin d’un accueil spécifique, pour une insertion sociale solide." He emphasized the importance of focusing resources where they are needed most.
This call for attention is not isolated to Quillan. The troubles expressed by local parents and officials reflect wider issues seen across France. Education reformers have pointed out chronic under-resourcing as the root cause of these challenges, with local representatives stating the current staffing levels were untenable. "A ce jour, nous n’avons pas reçu de notification de la MDPH nécessitant une AESH supplémentaire," said Sylvaine Mailho, adding, "C’est au directeur d’école et aux enseignants de décider de la composition des classes." The decision-making, they claim, must adapt to the growing needs of students.
With the upcoming academic year promising significant changes, local officials reported projections of fourteen students entering during the next school term. The urgency for additional clarity and resources becomes increasingly apparent. Advocates for educational reform are imploring for immediate action to restore the support needed for children with disabilities. "Bien entendu, nous restons vigilants sur l’évolution de ces effectifs et des besoins," Mailho affirmed, reiteratively reassuring concerned parents.
This pressing concern for ensuring every child has access to adequate support systems is echoed by parents who remain on the frontline of advocacy. For them, the battle is not only about numbers but about their children's right to receive the education they deserve, free of unnecessary barriers. The protests encapsulated the spirit of community resiliently pushing for the reforms necessary to support all students—especially those who face challenges daily.
Until the bureaucratic processes are streamlined and adequately funded, parents like Romain and countless others remain vigilant and committed to advocating for their children and their right to fair educational support.