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ABSTRACT -Making adjustments to new types of migrant pupils in French schools: the case of Bulgarian Roma and Syrian refugee children in urban versus rural contextsBased on an ethnographic study conducted in different localities in a French region, this article examines the adjustments made by schools in order to cope with the difficulties posed by the arrival of children from migrant populations as yet scarce in France. These include Bulgarian Roma families concentrated in precarious settlements in urban centers and isolated Syrian refugee families who have been 'resettled' in various rural communities which have volunteered to receive them. The comparison highlights the fact that multiplying special education provisions and resources dedicated to foreign language students does not necessarily lead to their inclusion, while the absence of such services is not in itself an obstacle to their integration at school, as long as various actors are mobilized around these children. Our assessment of reception conditions and of the impact of commonly held beliefs which distinguish economic migrants from refugees reveals that when support for these pupils becomes everyone's business, their presence acquires a legitimacy which encourages educational innovation and widespread acceptance of their differences.