This research focuses on schooling during a family support from child welfare services (because the family ask for it or because of a court order). What place and time is given to this question when the child is monitored but remains in his or her ordinary living environment? We explore the configuration of this support, its practices and temporalities. Our analyses allow us to better understand how education is managed, and how this support deals with the division of educational work. The research covers 5 services. We conducted observations during 24 half-days, and during 25 meetings. We met 14 families and conducted interviews with 16 heads of department, 16 parents, 18 social care workers and 9 teachers. The children’s situation combined many difficulties (precarity, tension or violence in the family) and their schooling experience also contain numerous difficulties (they can have repeated a school year, be moved to special education). Their parents are not very familiar with the school world. This could reinforce educational difficulties at school, make difficult to understand what teachers implicitly expect, and it is not perceived by social workers. This issue remains on the periphery of the work to support families in their parenting due to a lack of time to work on each situation, an evaluation that does not address this issue, or because they consider that it is the responsibility of the school. Their place in the educational work does not solve these difficulties. The work between social workers, teachers and families remains difficult, with a lot of misunderstandings. However, we perceive the identification of the need to do more on both sides. The actors seem to be hampered by the lack of resources and knowledge to initiate sustainable partnerships, supported by real consultation and cooperation.