In a clinical orientation and in reference to psychoanalysis, this study deals with the experiences of violence in a population of cycle III students (8-12 years old) in elementary schools located in low-income neighbourhoods, as well as their relationship with violence and how they face it. The article presents the results of French research done in the priority education zone (PEZ). It allows us to highlight the state of different social relationships (educational, political, religious, etc.), and deduct the stakes for our contemporary society, using the lesson that emerges to suggest an imperative modification of educational practices. On this last point, it is useful to note that only a coherent series of sensitizing and preventive measures taken to deal with different forms of violence, and applied to the whole educational process, could allow all children to engage in becoming ethical and responsible citizens.