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Faced with pupils identified by professionals (teachers, directors, educators, school nurses) as having difficulties (academic or behavioural) in Geneva primary schools, teachers no longer act alone. In the interests of fairness, global consideration of the child and inclusion of the pupil, school professionals are adopting a posture of individualisation of care which requires them to meet in person. The empirical basis of this article is the study of a type of meeting that constitutes the inter-institutional partnership within the Geneva priority education network (REP): the teachers’ councils, within which various interpretative registers (family, culturalist, meritocratic and psychomedical) are mobilised and contribute to the process of guiding the pupil’s school trajectory. In fine, the article points out the limits of this activity and shows that the arguments and anecdotes deployed, in a concern to individualize care, not only feed a normative judgement on parental practices but also feed a real school record of the pupil, which can be mobilized at different moments of his trajectory.