This paper stresses differences between direct and indirect users of educational products in French schooling context. The author relies particularly on a survey which was focused on products intended to help pupils in their home work. If that kind of products is traditionaly bought by parents who ask their children to use them, some of these educational products are now directly devoted to parents themselves. In fact publishers address to the parents as if they were assistants for teachers. The analysis examines this recent evolution and the consequences in the manner to consider parents' responsibility in success at school.
Educational products; Family-school relationship; Home work