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International audience; Promoting student’s school engagement is a major goal in our society. The literature has shown that students’ proximal sources of social support can play a fundamental role in facilitating this engagement. The purpose of this study was (1) to compare perceived support from four sources (mother, father, teacher, and peers) as a function of two different middle-school student backgrounds, a priority education area and a privileged area; (2) and (3) to examine the contribution of these main sources of social support, either directly or indirectly (through sense of school belonging) to school engagement; and (4) to test whether perceived social support is more strongly related to school engagement, directly or indirectly, among students from priority education school compared to students from the advantaged area. In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. The results showed that the mother was perceived as providing more support, followed by the father, the teachers, and the peers. Students from the priority education area perceived more support from their teachers than their counterparts from the more privileged area did. A path analysis showed that each source of social support, except for maternal support, contributed to school engagement. Peers and teachers emerged as the best source of support for school engagement, having significant direct effects among students from the priority education area and both direct and indirect (through the sense of school belonging) effects among students from the advantaged area. Peer support also appears to have a double-edged effect on school engagement among students in the priority education area. This study contributes to enlightening the phenomenon of school engagement in adolescence by clarifying the role of social support and the related mediating process. Being perceived as an important source of social support by students is not enough to contribute to their sense of school belonging and school engagement.

International audience; Social workers intervention in cross-cultural situations often aim at improving the conditions for individuals’ social and occupational integration. In this context, this study is aimed at examining the respective roles of personal beliefs and professional norms in acculturative preferences on the professional practices of social workers in the field of employability (social service community centers). 79 social workers participated in thestudy filling through questionnaires. The results show that individualism, integration and public assimilation including the local mission are preferred to the other orientations in the professional context. Furthermore, for the majority of the acculturative orientations, professional norms predict professional practices. The implications on the professional positioning of social workers are discussed; Les interventions des travailleurs sociaux en situations interculturelles visent souvent à améliorer les conditions d’intégration sociale et professionnelle des individus. Dans ce contexte, l’objectif de cette recherche est d’examiner les rôles respectifs des croyances personnelles et des normes professionnelles en matière de préférences acculturatives sur les pratiques professionnelles des travailleurs sociaux exerçant dans le champ de l’insertion professionnelle (mission locale). 79 travailleurs sociaux ont participé à cette étude par questionnaires. Les résultats montrent que l’individualisme, l’intégration et l’assimilation publique incluant la mission locale sont préférées aux autres orientations dans le contexte professionnel. De plus, pour la majorité des orientations acculturatives, les normes professionnelles prédisent les pratiques professionnelles. Les implications sur le positionnement professionnel des travailleurs sociaux sont discutées.