The study relates to the establishment of actions in health education directly derived from “Mieux vivre ensemble dès l’école maternelle” developed by J. Fortin (2001) and integrates few elements of the program “Contes sur moi” worked out by the team of Public health of Montreal (Bowen, 2003). The ambition is to adapt the stakes of the approach without those being transposed in a program to architecture and the contours pre-established as in the majority from the campaigns of Public health. The study concerne 22 schools of the area of Clermont-Ferrand (France). It is a question of acting on the teaching practices and of measuring the impact of work on the climate of school and the reports that pupils and parents maintain with this one. The purpose of the study is to understand the way in which the members of an educational community implement relations of partnership, to identify the factors of success of this form of work and to highlight the obstacles met. This research which is stretched over 5 years is founded on an analysis of the professional writings collected over 4 years, teacher’s, parent’s and pupil’s interviews, and the transcriptions of professionnal’s meeting to highlight “les systèmes d’action concrets” (Crozier and Friedberg, 1977) and to analyze the strategies developed by the teams. The first results let appear that the dynamic collective of work make it possible to anchor the stakes of health education in the middle of the trainings through collective operations of scale like: the “Coménius project”, the “Prix des p’tits lecteurs” or a “Festival jeune public” which lead the teams to give up more specific interventions external like information on the misdeeds of the tobacco, the prevention of drug-addiction… and improve the relations school-parents.