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In France, the idea of involving parents and the school is now obvious as a result of cooperation policies aimed particularly at those who are “furthest away from school”. The precarious families are “targeted” because they are judged to be too out of sync or withdrawn, as much in terms of the pupil’s schooling as in the relationship with the teachers. This text seeks to go beyond the institutional point of view by showing the existence of invisible boundaries that separate the actors, limit the possibilities of cooperation and cause misunderstanding. It is based on a three-year survey of thirty parents of precarious or immigrant status living in a neighborhood called priority. If the thresholds and walls of the school draw spatial boundaries, the sociological boundary produces “a framework that has its own standards” (Simmel, 2010). In this sense, the parents’ contribution seems to depend on what the school can recognize but with the risk of disqualifying or excluding the forms of action that are the most foreign to the school logic.