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The experience of setting up mobile medical and social support teams for the education of children with disabilities (Émas) provides an opportunity to examine from a particular angle, on the one hand, the public policy of school inclusion ‘in the making’ and, on the other hand, cooperation between the national education system and the medical and social sector with the aim of guaranteeing seamless education for pupils recognised as having a disability in the schools of the Republic. Based on a two-year ethnographic survey within an Émas, this article shows how these teams are in an ambiguous position with regard to the measures already in place within the national education system, but also with regard to its actions, situated between emergency and support.