Les enseignants sont les principaux acteurs d’une école inclusive. Si de nombreuses recherches mettent en évidence les bienfaits de l’intégration pour les élèves, celles qui sont centrées sur les enseignants démontrent chez eux un positionnement mitigé à l’égard des politiques intégratives/inclusives. Dans cet article, par une revue de questions, nous explorons les obstacles aux pratiques d’intégration ou d’inclusion imputables au malaise qu’elles peuvent susciter chez les enseignants. Nous en explorons les différents aspects par une approche de la psychologie de la santé qui articule facteurs de risque et facteurs de protection. Nous analysons plus précisément le facteur de risque qu’est l’épuisement des enseignants dans un contexte inclusif et le facteur de protection que peut être le soutien social. Nous examinons diverses modalités de soutien social dans la formation des enseignants mais aussi dans les établissements scolaires.

This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on the pupil's actual academic performance but also on the teacher's attitudes and evaluations. With regard to improvement in learning, the study yields contrasting short- and medium-term results: They are positive in the case of same-grade comparisons and negative when same-age comparisons are applied. However, globally, the effectiveness of grade retention is rather unsatisfactory, particularly when one considers its long-term consequences, although there is no evidence of negative social or emotional consequences. It is nevertheless suggested that grade retention should be avoided at the primary school level.

This study explores the relationship between educational practices perceived by high school students and their level of burnout, as defined by emotional exhaustion, cynicism and inadequacy. A total of 287 adolescents (146 girls) aged between 14 and 19 years old (M = 16.08, SD = 1.01) and recruited from a public high school in French-speaking Switzerland completed a questionnaire regarding perceived educational practices and school burnout. Results from path analysis showed that the three dimensions of burnout were negatively associated with certain teacher- and school-related educational practices. More precisely, support for struggling students (ß = −0.24, p < 0.001) as well as teaching time (ß = −0.16, p < 0.05) were predictors of exhaustion (R² = 0.27). Teachers’ instructional behavior (ß = −0.22, p < 0.01) and teacher motivation (ß = −0.31, p < 0.001) were predictors of cynicism (R² = 0.20) and application of rules (ß = −0.21, p < 0.01) predicted inadequacy (R² = 0.09). These educational practices should be of particular interest when it comes to strengthening the protective role of schools and teachers against school burnout in adolescents.

À l’heure où la promotion de l’inclusion scolaire est à l’agenda politique de nombre de systèmes de formation dans le monde, et après un demi-siècle de controverses scientifiques et sociopolitiques, la question de la mise en œuvre de pédagogies et de modes d’organisation scolaire inclusifs est plus vive que jamais. Cet article aborde la problématique de la mise en œuvre de l’inclusion scolaire à partir d’une analyse critique des fondements sociopolitiques et scientifiques de celle-ci. Sur cette base, nous argumentons en faveur d’une intégration de la thématique des pratiques efficaces dans la réflexion sur le développement de pédagogies et de modes d’organisation scolaire inclusifs. Les implications en termes de recherche et de pratiques sont développées.

This article presents a study of grade retention as it ‘naturally’ occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.

Background: Even though muscularity dissatisfaction has important health and psychological implications, the co-occurrence of body dissatisfaction and muscularity dissatisfaction in men's body image disturbances and disordered eating is not well established. Furthermore, men's body image disturbances are associated with depression and low levels of self-esteem. The aim of the present study is to identify a typology of young men based on levels of muscularity dissatisfaction, body dissatisfaction, and self-esteem, and to explore differences between cluster groups according to levels of depression and media influences. Methods: Participants completed a figure-rating scale to assess dissatisfaction with muscularity and self-report questionnaires assessing body dissatisfaction, self-esteem, depressive symptoms, media influences, and disordered eating. All variable values were centered. Results: The sample consisted of 328 normal-weight French men (mean age 21.9; SD=2.4). Cluster analyses yielded three groups characterized by high levels of muscularity dissatisfaction and intermediate levels of body dissatisfaction and self-esteem for Cluster 1 by low levels of muscularity dissatisfaction and body dissatisfaction and high levels of self-esteem for Cluster 2, and by high levels of muscularity dissatisfaction and body dissatisfaction and low levels of self-esteem for Cluster 3. Cluster 3 had the highest levels of depressive symptoms and a significant rate of disordered eating. Conclusion: Dissatisfaction with muscle mass and body dissatisfaction may co-occur in a significant minority of young men, and this association can lead to a greater risk for depression and disordered eating. These results may have implications in the understanding and prevention of men's body image disturbances, knowing that normal-weight men are usually considered a low-risk group for body image disturbances.