This article focuses on the role of the institution and its actors in the construction of students' difficulties. A content analysis was conducted on forms reporting student conduct and requesting special assistance for students between 2017 and 2018 in a Swiss canton. Results suggest that in a direct-to- student assistance delivery system, students' faults are underscored or exaggerated in an effort to obtain assistance, and to respond to both the student's needs and the needs of the teachers

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... ho are confronted with the challenges of a diverse school population. It is therefore crucial to rethink how resources are organised and granted in order to counter certain forms of exclusion and foster a more inclusive school system.