Objective: This article takes a holistic look at the integration of internally displaced children, who have graduated or are in the final stages of a general education course, into the labour market in a crisis situation in the Department of Mayo Tsanaga. Method: This anthropological research is based on empirical data collected from students, MINEDUB/MINAS officials, NGOs and members of the host community. Before going into the field, an information note indicating the purpose of the study, the period of the study and the profile of the interviewer was sent to the administrative authorities. As in all qualitative research, the saturation point was reached after ten interviews, i.e. until it seemed that no new information could be obtained. The interviews were conducted individually in the locations requested by the respondents, and then recorded using a Dictaphone, and sometimes by Android telephone. Results: This article takes a holistic look at the integration of internally displaced children who have completed their schooling into the labour market. The analysis shows that no specific measures are being taken by the Cameroon government and its implementing partners in charge of education to recruit this vulnerable group who, despite the difficulties they face as a result of forced displacement, have nonetheless managed to complete their schooling. Discussion: The particularity of this article is that, in addition to being situated between forced displacement, terrorism and formal education, as UNESCO states, "in a crisis situation you have to save education". With cultural connectivity as its Ariadne's thread, this article mobilises the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from villages and communities in the Mayo Tsanaga department, with different cultures and d