This dissertation analyses the support of exiled students who are welcomed in a university and seeking to resume higher education training. The set-up of both interindividual and collective support system in an ‘’emergency’’ context for exile students at the Université Le Havre Normandie, France, during the construction of their academic project, and its results are presented. A wider overview is given through the analysis of the welcoming ecosystem of exiled student, the needs and the practices that are comprised within it, helped with scientific references concerning support and academic training design. The coconstruction of a support unit where the ecosystemic range of data and the experiment have been reinvested through an action research approach are analyzed regarding these empirical and theoretical frames. The conditions and the modalities of transfer of this unit to different contexts are also evaluated. Beyond that, a thorough assessment is made about the representations about the project and careers of exile students in France and as to how they can be involved in the conception and the running of a supporting system.