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This article analyses the impact of school regulations on the efficiency of the education system. By school regulations, we mean the matching of the child's life rhythms, school time and the parents' socio-professional time. The organisation of school time then takes into account many social, economic, political and pedagogical factors. What specifies the regulations and gives them weight within the education system is that they must induce the learner's autonomy. However, school rhythms are developed without taking into account the rhythm of the child's life. This results in difficulties for learners to articulate the curriculum to their own needs. The study is part of a comprehensive approach based on a qualitative approach. It was carried out with three secondary school students in the Central Region of Cameroon who had difficulties in developing positive skills in learning activities and in expressing positive emotions. The results reveal that these children express fears, sometimes refusals and forms of anxiety about school. This can be seen in the difficulty they have in articulating attention and concentration during the teaching/learning process. Moreover, the transgression of norms that can be observed through the difficulties in adapting to school in terms of attendance and punctuality, should not be interpreted as a disorder of adjustment of rhythms but rather as a factor of transformation of norms.