DOI: https://doi.org/10.36347/sjahss.2025.v13i10.001

Pages: 359-367

The enrollment of students in difficulty by teachers is a complex process that requires a pragmatic and adapted approach. This study arises from comprehensive and descriptive research on teaching activity in three schools (public, private, and confessional) in the city of Dschang. Students in difficulty have specific needs that must be considered to enable academic success. Conducted from the perspective of professional didactics, teachers play a key role in the identification and support of students. Through a detailed analysis of classroom interactions, we highlight the language strategies, contextual adjustments, and professional gestures mobilized by teachers to foster participation, engagement, and comprehension among students in difficulty. Openness, co-construction of meaning, and stabilization of engagement are each influenced by didactic, relational, and situational determinants. Considering these elements in teacher training could enhance the effectiveness of inclusion and remediation practices.