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The article discusses the strategies adopted by schools to manage scholastic daily paper of pupils who have migrated from Bosnia to Turin, Italy. It analyzes some aspects of the pupils' behavior and the way in which they perceive and live in the scholastic atmosphere. The analysis attributes the scholastic failure of these pupils to cultural factors and presumed cognitive deficit. A school has a double role, including an educational function of the formation of citizens and to prepare students for the working life. Both these aspects send back to the integration concept and presuppose the school as a total immersion space where there is a positive integration of children to structure a small society beyond the fundamental condition for learning.