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‪The recent availability of data on the social position index (IPS) in French school establishments has reignited debates on school segregation. Specifically, this index reveals the extent of social inequalities between secondary schools, and this leads us to question the mechanisms (school placement strategies for families, training offer, etc.) that generate school segregation in urban areas. Considering school segregation as a state and a process happening in local contexts, this article offers a geographical analysis of how families circumvent sectorisation in a large French city, Marseille. As part of a territorialised and multi-scalar reflection, the article studies the effects of these practices on social segregation between schools, tending to polarise Marseille’s school space.‪