The author, an expert in educational science, offers a critical analysis of the structure of school curricula in France, which fail to take into account students’ well-being—both in terms of their physical well-being and the quality of their foundational learning. This structure contributes to social inequalities and, consequently, to deviant behavior (drug abuse, juvenile delinquency). The author describes the initial steps taken toward a system better suited to students’ needs, particularly the rebalancing of theoretical instruction with physical and hands-on activities.