In the three-tier school system on secondary school level in the Principality of Liechtenstein the Oberschule Eschen takes care of many students with learning difficulties and behavioural challenges. The quota of students coming from educationally deprived families and/or families with migration background is very high. Accordingly high is the proportion of risk school pupils.The team of the Oberschule Eschen wants to encounter these problem through a holistic approach. The pupils should be encouraged through modern teaching methods in the cognitive as well as in the social field. The promotion of independent, self-responsible learning is a top priority. Learners should acquire attractive and true-to-life skills through stimulating learning environments and practical activities and develop a willingness for lifelong learning. Competence grids as additional, individual assessment instruments should be implemented.A possible major focus may be the raise of awareness of nutrition and exercise as key factors for learning success . The well-being at school shall be supported by violence preventive and community-building activities for learners as well as for teachers. The multicultural background of the students and their parents as well as of a part of the teaching professionals should be regarded more deeply as an opportunity to implement our mission values such as appreciation, cooperation and individuality, immediately.So should the teachers team, consisting of 30 teachers, attend developments for example in the fields of practical tution, project work for students with handicaps or problems as mentioned above and further modern teaching technologies as well as their individual assessment opportunities. School visits, to compare how other schools act sucessfully in terms on the subject, would also be an important aspect of the training. Language courses or further training courses in English would be a good basis for international collaboration with other schools like student exchange projects for example in order to enable impressive and sustainable learning in many ways.A long-term effect of such developments would be more selfassurance for the teachers when applying new methods. A theoretical background, gaining experience from practice and the compare to schools with similar conditions lead to a well-founded knowledge. Not to be forgotten is also a sustainable team-building impact if proportions of teachers can improve their skills together and apply the newly acquired knowledge at school.