It has been known since the PISA study that the education system particularly fails where the developmental and learning processes of children and adolescents are in crisis or are already taking place under difficult conditions. School failure is generally seen as a failure of the student, not of the school. However, the focus on the so-called PISA winners also shows—just like the everyday teaching experiences of many teachers—how naive the hope is to address all learning and development problems solely through improvements in teaching methodology. The life situations are too diverse, and the conditions triggering crises are too varied. Therefore, a deeper understanding of learning and developmental disorders is needed, along with a differentiated, multi-professionally organized support system. This volume presents findings from neuro.