Question 15952 — teaching

Summary

Ms. Shéhérazade Bentorki alerts the Minister of National Education to the situation of those accompanying students with disabilities (AESH), even though this Tuesday, June 9, 2026 marks a national day of mobilization for real recognition of these essential personnel in inclusive schools. On January 7, 2026, the Government decided not to retain the proposed law aimed at creating a real status for AESH, with regard to notably with an estimated cost of 4.3 billion euros. However, this decision comes in a context of growing needs. At the start of the 2025 school year, nearly 50,000 students did not benefit from the support that had been notified to them, an increase of 35% compared to the previous year. At the same time, the number of students with disabilities in school increased from 320,000 in 2017 to more than 519,000 today. If this progression reflects a desire to move towards a more inclusive school, it also reveals the limits of the current framework. AESH continue to face persistent precariousness: incomplete contracts, low pay, part-time work, lack of real career prospects and insufficient statutory recognition, even though their missions have been considerably strengthened in recent years. However, their role has become central in the daily functioning of the educational institution. AESH today constitute the second largest profession in national education, all ministries combined in terms of number of personnel and concretely ensure the continuity of the right to education for thousands of students with disabilities. The law of May 27, 2024 confirmed the responsibility of the State in providing human support for students people with disabilities, including during extracurricular times, particularly during the lunch break. However, the absence of a stabilized statutory framework permanently weakens the attractiveness of these functions and compromises the capacity of national education to respond to growing needs. The current institutional response also masks a particularly worrying reality on the ground. If official figures show 29 AESH requests not honored in Roubaix in 2024, this data obscures a massive fragmentation of support time. In order to cover all notifications, AESH are often distributed among several students, sometimes reducing support to only one or two hours per week. In practice, this situation results in partial disruptions in schooling that are particularly worrying. Thus, in 2024, 591 children Roubaix students were out of school for more than 50% of school time, or nearly 32% of students with disabilities attending school in Roubaix. In the Nord department, more than 12,000 children with disabilities are in school. At the same time, job cuts in primary education accentuate tensions in establishments and further complicate the effective implementation of inclusive schools. During the Conference national disability, the President of the Republic recognized that the country was not yet up to the ideal of equality enshrined in the pediment of the Republic. Therefore, the tens of thousands of students remaining without support demonstrate the urgency of strengthening the human resources devoted to educational inclusion. Furthermore, the first discussions initiated by the ministry on the evolution of the status of AESH arouse strong worry. From the first working group, the hypothesis of “civilization” limited to only 10 to 20% of AESH was raised. Such a perspective appears largely insufficient in view of the needs of inclusive schools and the reality of the daily missions carried out by these staff. Supporting students with disabilities constitutes an essential, lasting and indispensable mission of the public service. of education. It cannot continue to rely on staff kept in precarious conditions, underpaid and deprived of real professional prospects. In this context, the AESH mobilized on June 9, 2026 reaffirm several essential demands: the creation of a real body of category B civil servants for all the AESH, the possibility of full time corresponding to the missions actually carried out, a significant salary increase, as well as full recognition of their professional qualifications and skills. While a new working group is announced at the Ministry of National Education for June 15, 2026 and a specific point must also be included on the agenda of the next ministerial social administration committee of the Ministry of Agriculture, she asks what measures The Government intends to take concrete steps to finally guarantee AESH true statutory, salary and professional recognition, commensurate with the essential role they play in the effectiveness of the right to education for all students with disabilities.

Machine translation from French. The official text remains authoritative.

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