Current problem descriptions in the area of "transition from school to work" refer, on the one hand, to the risk factors identified in inequality theory research regarding the transition from school to the training market; on the other hand, they describe the competency deficits of young people without a training place from the perspective of insufficient readiness for training and develop and document corresponding measures. In both cases, the focus is on the young people themselves, their academic performance, their job-related competencies, their social resources, etc. However, this focus comes with a narrowing of perspective, where the causes of transition problems are attributed to the individuals affected, while the structural, educational and labor policy, as well as economic conditions that influence the transition from school to the training market are neglected.