Abstract
Zones d´Éducation Prioritaire (ZEPs) were established at the beginning of 80s in order to reinforce the equity in education and serve as the first example of affirmative action in France. The paper stresses the analysis of means and tools which are being implemented with aim to decrease the influence of social handicaps especially at the beginning of and during the compulsory school education (advantageous resource allocation, teachers´ training, methodical support).
It also describes problems which emerged from the establishment of these Zones and presents them in the context of some previous research findings. Findings are presented in wider context of the support of socioculturally handicapped pupils and ensuring of equal chances in French education system.