Abstract
a lot of scientific research has shown that repetition has little, if not harmful, impact on pupils’ schooling. However, teachers in our sectors continue to believe in its benefits. We have sought to understand what could be supported by their resistance, which, first of all, may seem irrational. On the basis of exploratory interviews, we have built assumptions that we have subjected to a double analysis of our comprehensive interviews. In hypothesis 1, we looked for a typology of pupils for whom they seemed to be effective in doubling. It seems that they have built the representation of a virtual student who did not have access to the written code and for whom any future school would be blocked. In hypothesis 2, we asked them about the possibility of a negative impact on the self-esteem of duplicates: it is not noticeable to them. Finally, in hypothesis 3, we tried to identify the relationship between them and the scientific and hierarchical authorities. Building a relationship based on trust seems necessary. The conditions do not seem to be in place for their practices to change. We will strive for our place of school psychologists to imagine a framework of thought in which we could intervene.