Our school wishes to give the opportunity to all students wishing to go on mobility to apply, to show their motivation and their will to go abroad and to benefit from professional mobility, whatever the level. learner school. We have chosen not to block applications from students whose so-called “school” results were not extraordinary, in order to give some a chance to reveal themselves in another context; by trusting them and believing in the abilities of these young people; finally, by giving them the opportunity to prove that they could mature and develop new skills. We were able to observe an improvement in the behavior of the students who had positioned themselves, of risk-taking for 3 of them for example who had applied knowing that their school record, their lack of investment in progress were not not optimal. An awareness was initiated on their part and a commitment to show that they were able to prove that they could be trusted. These changes, these investments once again show the longer-term impact of the “mobility” effect.
Our school has chosen to promote professional integration by better taking into account the inclusion of the learners we welcome within our structure. The focus on disadvantaged students, with little or no opportunity to go abroad is significant and important for all the actors in this project. Even if we take into account all our students. Indeed, the school is located in a medium-sized city, impacted for many years by the successive closure of companies linked to the textile sector. Many of our students from the area come from families with modest incomes, sometimes in great precariousness, who cannot support their child in this process. For students who come from more distant areas, we observed that some were also from disadvantaged backgrounds. Giving all these young people a chance to be able to emancipate themselves, to be able to consider funded mobility, to be able to discover new professional and cultural contexts, is one of the priorities that we have given ourselves.