Schools continuously seek the quality of education to help their students to establish themselves in labour market. Constant attention is paid to teach new technologies and promote self-realisation of students. The examination of problematic children indicated an array of factors influencing their behavior: family, school, economic reasons (emigration of parents, poverty),the inner values, peer subculture, personal qualities (character), influence of the media.Scientists describe the disadvantaged children as children, who do not go to school, have behavioral problems at school, abuse alcohol and psychotropic substances, tend to engage in criminal activities, are at risk of psychological, physical or sexual abuse or violence in the family and their ability to develop and participate in public life is limited. Studies show that these children cannot use their abilities in decent ways, do not participate in social life, do not trust themselves (so they quickly take offense for a teacher’s or peer’s notes), lack social skills, their interests are narrow. They often have psychological difficulties in learning and behavior but can quickly respond to changes. They are quite well targeted, can react to changes, but they find it difficult to take over the values, because their life experience does not rely on them.In consortium partner schools a number of students come to learn from disadvantaged families where parents cannot properly care for the children because of lack of social skills or use state support not for family needs, so there is a risk for child’s mental, physical, spiritual and moral development and security.Schools try to cooperate with families, social welfare institutions and help these children. As the survey was taken with partner schools, there are more and more such children coming to schools. There are many challenges facing teachers who first need to solve their psychological, social and personal problems and only later do their direct job-help to learn and teach. Therefore, the project is given for the teachers to visit schools in other countries and have insights about ways and methods to work with the family and to aid students, meet specialists working in institutions. Teachers need not only pedagogical and psychological knowledge, but constantly upgrade the competencies that will be required in the future to better meet the needs of these pupils and help them integrate and adapt in educational and social environment.This corresponds to Klaipeda Tourism School and the partners’ strategic plans to improve the quality and effectiveness of vocational training.It is important while learning at a vocational school to gain not only theoretical but also practical knowledge that after completion of their studies, students could more easily adapt to the labour market.Members of the project are trainers from Klaipeda Tourism, Daugai Technology and Business, Klaipeda Dressmaking and Service Business Schools, Taurage Vocational Training Centre and their authorities, planning educational process. Students get skills and abilities during educational process at school. In order to provide quality education for students in line with labor market needs, it is important that their trainers are competent. During the project, 32 participants, trainers, administrators, would jointly monitor the organization of training in vocational schools in Germany, England, Spain and Italy.Results: Participants will update the pedagogical and psychological knowledge, will improve teaching methods, methods of work with students from disadvantaged families in 4 sending schools.Teachers will go to monitoring visits, exchange the experience and after returning will prepare presentations, discuss with the authorities, social educators and psychologists what methods can be applied in schools according to their institutional needs. Impact on schools: Better quality of vocational training and students' preparation; better quality of training programs, increasing the attractiveness and improvement of the image of schools; the positive impact on teaching staff, improving their competencies; better adaptability of vocational education to labor market requirements; improved cooperation with the social partners in Lithuania and abroad;Impact on pupils: Easily accessible and career-oriented vocational training; competitiveness of acquired specialties in Lithuania and international markets; designed training (learning) environment, based on human values; established interesting and rich socio-cultural environment.Impact on teachers: Created the right conditions to reveal the professionalism, improved competences of trainers and authorities; implemented motivation to promote self-esteem and its strengthening activities, enabling to feel competitive in Lithuanian labor market, increased teachers’ and authori; implemented motivation to promote self-esteem and its strengthening activities, enabling to feel competitive.