Abstract
The act of learning is an individual activity facilitated by the relationship. It is in this sense that cooperation can be considered as a modality to support pupils towards their learning. This article reports on qualitative and comprehensive research on peer tutoring in French primary and secondary schools. Self-confrontation interviews with pupils who participate in peer tutoring have made it possible to collect their words and to highlight several phenomenological realities: strategies used by tutor pupils, effects on tutors and on the tutored, as well as new pedagogical vigilances. Among them are an initiative of the help by the pupils who feel the need for it, a preliminary training of the pupils, a balance between individual and personal time and a link of reciprocity between the functions of the tutor and the tutored. These conditions for the organisation of tutoring between pupils would improve the support given to pupils.