Under what conditions do at-risk students still achieve their secondary school diploma? Which institutional factors, interactions, and subjective forms of utilization prove to be beneficial, and which are hindering? Anke Fuchs-Dorn addresses these questions by examining the Hessian support program "SchuB: Learning and Working in School and Business." She develops hypotheses regarding the significance of teaching, social pedagogical support, and internships in companies based on school and socialization theory references. The two-year observation of a SchuB class and the qualitative guided interviews with students provide empirically supported insights into the importance of teacher-student interactions and the subjective perceptions, interpretations, and utilizations by the students. The author gains new insights.