The paper partly disseminates the results of are search on social, familiar, educational and cultural conditions of immigrant-origin secondary-school students in Zaragoza (Spain). This 500 survey research was conducted during 2008-2009 and used Pierre Bourdieu’s analysis categories of genetic structuralism. First, some social and institutional variables are described. Second, life at school and social relationships (companionship, friendship and conflict) are analysed. These relationships highlight the importance of socio-affective dynamics that are woven into secondary schools. In fact, students tend to evaluate their connections with the school on the basis of the social and affective relationships they have developed there. Additionally, gender and country of origin, and bonds of friendship and partnership result to be closely linked.