Today, human mobility takes place between an unattractive place of departure and an attractive place of arrival. People leave for a variety of reasons, while those who arrive are subject to the rules of the host country's migration policy to ensure the integration of new arrivals, including school-age children.

The school, as an institution of socialization and social integration to whose system allophone pupils are expected to adapt, should in turn adapt to their specificities. This study looks at the schooling of allophone pupils of primary school age in Moroccan schools, and at the issues involved in accommodating these pupils in school (school integration and appropriation of the language(s) of Moroccan society as requirements for schooling).

It attempts to answer a number of questions: How should allophone pupils be welcomed? What institutional arrangements are needed to ensure their successful integration into school? What factors and players can help ensure this success?An analysis of the current situation and a field survey will help us answer these questions and put forward ideas and proposals in this respect. .