`titrebWell-being and perceived discrimination in school. an empirical study in a segregated context`/titrebThis article aims to better understand the mechanisms of well-being at school. In France, few surveys deal with this issue. Yet Meuret and Marivain (1997) have shown that well-being is an important factor to explain educational experience. Following them, we can consider that an unequal distribution of well-being between schools and between classes within schools is a major source of social injustice (Chauprade-Fouquet, 2013). The field survey was conducted in two regional education authorities, Bordeaux and Créteil ; 1350 questionnaires were administered in six schools among the most segregated. In this context, the issue of perceived discrimination is particularly striking, and we assume it explains a good part of well-being at school, even more than the ethnic origin of students (Safi, 2010). This link between perceived discrimination and well-being is probably due to`np pagenum="422"/b the effect produced on social and educational aspirations. These are the assumptions of this paper, which are only partially verified.