The « Mission Papillagou » (MP) is an action for the prevention of risk behaviors that aims to develop the psychosocial skills of secondary school students. A qualitative study mobilizing group interviews and floating observations was conducted to identify the brakes and levers of the intervention to achieve this goal. The purpose of this article is to question the social relationships underlying the implementation of such an intervention and to identify the issues that arise from it. Without taking into account the context of asymmetrical social interactions between practitioners and students , this type of intervention runs the risk of reinforcing stigmatized identities.