Familial trauma processes, feelings of powerlessness towards societal institutions, and the experience of sociocultural disintegration lead to conflict constellations that are often expressed by many young students through problematic and frequently destructive behaviors. The analyses presented under the title "Lifeworld and Didactics" reveal the deeper layers of meaning behind disruptive or conspicuous behaviors through visual productions and everyday aesthetic processes. The model of lifeworld-oriented didactics primarily involves offering action-related, symbolic engagement opportunities with the manifest life conflicts. A prerequisite for this is the opening of the classroom to the subcultural contents and practices of the youth. Only on this basis will there be branches, continuations, and...