parents). Finally, not all disciplinary measures are necessarily good in their methods: those which consist of restricting family relations need to be avoided 69. The Contrôleur général’s report for 2011 noted a certain number of uncertainties affecting young offenders’ institutions. In 2012 observations of the same kind were made to various degrees: there continues to be a general uncertainty with regard to what becomes of children after their respective stays in institutions; similarly, there is a lack of precision in the documents that make it possible to assess children’s development (in particular the “document of individual measures in dealing with young offenders” provided for by the social action and family code (code de l’action sociale et des familles)70 since 2002), which continue to be completed in a very uneven manner, except in institutions that run “smoothly”; uncertainties with regard to educational projects have already been mentioned above. These three factors call for significant progress. It would be useful to engage in collective consideration of the issue of mixing of sexes in CEFs. One of the centres inspected, which practices such mixing, considers it to be highly useful in helping each child to define their personality. This may be a good idea. However it should be noted that many institutions, which, as already mentioned, had initially included this approach , subsequently abandoned it due to the difficulties and even risks arising from the practice of mixing of sexes. It would be worth supplementing simple pragmatism in this regard with more substantial elements. The close involvement of parents in what happens to their children inside young offenders’ institutions is a key to the success of such stays. Some families are deeply divided and securing their involvement is therefore an arduous process. However, it is above all common to encounter close relations who have given up in helplessness, incapable of responding in a useful manner to the minor’s development. Their contribution is nevertheless irreplaceable, as is the awareness on their part that is sometimes awakened as a result of the child being sent to an institution. Institutions therefore need to integrate various forms of relations with families into their operational methods, even when the families are far away (cf. § 2.2.2.2 above). It is already possible to cite examples of successes of this kind. Education, above all with regard to sixteen year old minors, cannot be neglected either in the children’s timetable or with regard to the quality of teachers. In one institution inspected, a period of eight months went by between opening and the appointment of a teacher: these periods should be shortened by necessary consultation and suitable opening dates. Since the content and methods of teaching require considerable adaptation, due to the children’s attitudes towards school, the time required for this purpose cannot be disregarded. This is another area in which national and regional reflection would be of help to teachers, who are often isolated. Finally, for those children who succeed in winning back the possibility of following the ordinary school programme, in spite of their initial problems, schools close to the CEF should be able to open their doors without any difficulties, and plans should be made for their return to another school, close to their place of residence, when released from the CEF. Links between the educational teams and the health world still need to be consolidated in important fields (somatic, psychiatric, addictions). In certain institutions, medical visits are few and far between and it is not exceptional for tutors to issue medicines to young inmates prescribed by a doctor. The absence of structured dialogue can be an obstacle to proper overall assessment of the child. Problems can remain unresolved, in particular as far as mental health is 69 In one centre inspected, the length of young persons’ telephone calls to their families thus varies according to the “level” of behaviour that they have achieved. 70 Article L. 311-4. 37