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By placing in perspective two ongoing studies based on interventional research dynamics in the field of cancer, this article proposes a review of the specific effects of this type of research. Although this approach is often poorly regarded in the field of academic sociology, it is particularly adapted to the analysis of ongoing processes, providing access to certain phenomena that would be otherwise impossible to observe. The research worker's active involvement, the experience that he/she shares with the subjects studied and the partnerships formed with institutional bodies are the basis for the production of original scientific knowledge, but also sometimes uncomfortable configurations.

Based on a sociology research-action project, this article analyses the specific issue of return to school of high school students with cancer. Three detailed cases, illustrating the global results of the study, are presented to highlight the academic trajectories of these students. This situation has a particular impact on juvenile sociability. Moreover, the education of these students does not comply with French educational standards and is very complex for professionals. Finally, social inequalities in education are reinforced by the experience of serious illness, as pedagogical negotiations are even more complex due to the fact that families are not familiar with school practices.