The lowest-paid profession in the French public sector isn’t teachers, nurses, or administrative staff. It’s the school supervisor, commonly known as a “pion,” earning an average of €1,500 net per month – placing them in the bottom 4% of public sector salaries, according to a recent study by the Direction des Études et des Statistiques (Dares), the French Ministry of Labour’s statistics bureau.
This figure, significantly below the public sector median salary of €2,378 per month, highlights a growing precarity within a role originally conceived as temporary. The Dares study, published in June 2025, reveals a shift in the function of the assistant d’éducation (AED) – the official title for school supervisors since a 2003 reform – from a stepping stone to a long-term, yet insecure, employment option for many.
Historically, the position was intended for students seeking part-time work to finance their education. Today, however, students represent only 20% of those employed as AEDs. The change stems from practical considerations for schools. Student AEDs typically work around 30 hours per week due to academic commitments, while non-student AEDs work closer to 35 hours. Schools often prioritize hiring non-students to maximize available service hours and streamline scheduling.
The Dares report details the complexities this creates. Managing schedules around university coursework and exams can be challenging, particularly when relying solely on student staff. However, the shift has unintended consequences, transforming the AED role into what the report terms a “trap of precarious activity.” It’s become a refuge for individuals struggling to find better employment opportunities, rather than a temporary position facilitating career advancement.
The sentiment is echoed in testimonials gathered by Dares. Bilal, an AED quoted in the report, describes the position as “a bastard status, something to arrange things for people. Six years like that, then you sweep and renew. Assistant d’éducation (he emphasizes both terms), it’s like a surface technician.” This reflects a feeling of being undervalued and lacking career progression.
Not all AEDs share this view. Côme and Willy, both students aged 23 and 22 respectively, find the role beneficial. For Côme, it provides a “pause” in his studies to consider his future. For Willy, it’s a means to finance his education and pursue his ambition of becoming an economics and social sciences teacher. However, these positive experiences are becoming increasingly rare.
A 2022 reform offered a potential pathway to stability, allowing AEDs with six years of service to qualify for permanent contracts. However, the Dares report suggests this may inadvertently exacerbate the problem of precarious employment, as it could encourage individuals to remain in the role long-term, accepting its limitations rather than seeking alternative opportunities.
The situation reflects broader challenges within the French education system. French teachers are leaving the profession in record numbers, overwhelmed by low pay, large class sizes and increasing demands. This, coupled with parent protests over declining quality in public schools, points to a systemic crisis. The low status and pay of school supervisors, while seemingly a separate issue, are symptomatic of a wider underfunding and undervaluation of public education.
The trend also occurs against a backdrop of youth employment difficulties. A Reddit discussion from July 2025 highlighted a mismatch between qualifications and available jobs, with 60% of young people holding at least a two-year degree while 55% of open positions require only a high school diploma. This suggests a structural problem in the French labor market, where qualified individuals are forced to accept lower-skilled, lower-paying positions.
The Dares report doesn’t offer solutions, but its findings underscore the need for a re-evaluation of the AED role and its place within the French public education system. Without addressing the underlying issues of precarity and low pay, the position risks remaining a “trap” for those seeking stable employment, and a detriment to the quality of support provided to students.
