In Europe the role of mentor is still not well codified and recognized as a professional point of reference in the framework of secondary school and adult education. When teaching young adults with challenging behaviours or with social disadvantages, the importance of fostering quality education or training imposes to raise the attention to the learner's needs through the development of individual learning processes and person-centred approaches. The mentor supports teachers in this process with his expertise through a complementary methodology as so to bridge the gap between formal and non formal education, between outside and inside-world. He/she also represents a key figure for the transition from the school to the labour market, while his presence within the learning environment can prevent and reduce episodes of xenophobia, bullism and drop-out.The portfolio of mentor implies a plurality of competences and experiences, mainly acquired during the work practice, and his/her professionalism depends on the different working contexts in which he/she operates.In the European context the original profile of mentor has changed from the past and has assumed different nuances, they can be: retired teachers, extra teachers, trainers in non formal education, psychologists, educators, apprentices or facilitators. There is a clear confusion even in the way you can nominee them.The project will be an important process of meeting, mutual learning and sharing. In every local context in which the partners operate, they use different approaches and different methodologies in education and mentoring with disadvantaged young adults. Moreover the partners group is made up of different kind of institutions: schools (Romania, Poland and Germany), foundations (Hungary and Turkey), non profit organization (Italy, Latvia), governmental institution (UK). This variety is the added value which will allow the building of a bridge between formal and non formal education, outside and insi