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‪Many reports have come to the same conclusion: relationships between educational researchers and policymakers or teachers are intermittent. Educational research, unlike health research, does not play a support role for public policy-makers. The lack of visibility of educational research is due to a poorly structured research offering and intermittent demand from public decision-makers. This paper tries to provide a few explanations for this weak demand: sometimes, policy-makers have a negative perception of educational research; in-house sources of expertise are available in addition to research work; policy-makers do not know how to commission research works. However, there have been a few signs of positive development over recent years; these remain to be confirmed in the long term.