The lock-down period led to a policy called pedagogical continuity implicating the expectation of global parental contribution. The transfer of school tasks to the domestic sphere revealed the multifaceted forms of inequality between families and pupils. Beyond the implications on student learnings, the object of the paper if the understand how parents confronted with poverty or insecurity dealt with the role if pedagogical instructor they were required to fill. What are the conditions for such a delegation of roles, its implicit requirements and its effects? This preliminary study of what school does at a distance to the families most at remove from it has shown the breadth of the reach of schools and revealed unprecedented relationships between parents and schools.