When I want to tackle a story or a subject, I always ask myself three questions: Is it important to talk about that? Will it interest other people than just me? Can I live with that for three or four years because that's how long it takes to do the project, to write the script, and to direct it, and then to do this.

I needed to create some dramatic tension to sustain the interest of the audience. For instance, the boy in the film is not in the play, so this relationship that he had with the former teacher, and his guilt, this is not at all in the play. I thought it would be interesting to look at in the film, and I added stuff like that around the main character. For me, it was not more difficult or less difficult.

If you look at the end of the movie [Monsegnor Lahzar], I give a lot of space to what the spectator can also imagine of what's going to be Bachir's life afterwards. So, there's the restraint part, and there's the fact that the story is happening in the school which allowed me to tackle all these subjects without making it too didactic, because in the school everything happens.

In the private system and the private schools, the principal is pretty much a dictator. He or she can hire whoever s/he wants. Of course, in the movie, in the story, she makes a mistake by hiring him. But, if she doesn't, I have no story.

The first person to make me realize there was someone behind the film was Steven Spielberg.

It's like a laboratory, a micro-society of real life, so it didn't look odd to talk about bureaucracy. In the school, in the class, there are already a lot of children from different ethnic backgrounds so the reality is there. I don't have to shove it in people's face. It's just there and it's normal.

I try to set up a playful atmosphere on the set so that they don't get tired too easily. They know it's work but they can also have fun, and when it's time to dig deep inside of them, they can go there.