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Considering guidance as the result of a personal choice, based on a pre-constructed project, several successive programmes have been implemented in France since the mid-1990s to inform and support pupils. Since 2018, secondary school pupils should benefit from specific hours dedicated to guidance each year. This Article highlights how this measure is implemented differently not only between schools, but also within a same school. It shows the importance of having a multi-scalar analysis to explain these differences, from the territorial level down to more local configurations within schools (teaching teams, multi-disciplinary teams, etc.). Without limiting itself to a study of school policies, this Article calls for a broader study of school dynamics.