"The UN Convention on the Rights of Persons with Disabilities (CRPD) calls for the right to education and access to work for all people with disabilities. This also applies to young people with cognitive impairments. Their path to vocational training and subsequent integration into the general labour market still has many barriers. This project focuses on them and contributes to general awareness, as well as to allowing participation in work-life and in society. Today, the importance of social and emotional learning (SEL) competencies has become generally accepted. The importance of these skills is also highlighted in vocational rehabilitation. However, there is no systematic approach to comprehensively assessing competency and initiating targeted support for participants. The professionals (educators, teachers, instructors, special needs teachers, therapists) involved in such training should be aware of the importance of social emotional learning competencies, and have the tools to recognise and develop them accordingly. However, a lack of such tools means that, to date, the corresponding funding has been inconsistent. The SEC4VET Project aimed to strengthen social and emotional learning during the vocational rehabilitation process, thereby contributing to the strengthening of empowerment and inclusion. SEC4VET brought together people with learning disabilities, self-help associations, vocational rehabilitation and science. Jointly, they all developed a diagnostic and support concept so that young people with disabilities can successfully complete their education, develop their potential and experience social participation. The targeted group is young people with learning disabilities, including minor mental disabilities, who are in occupational / work preparation or vocational training. After intensive professional preparation, these young people are able to learn a profession with reduced theoretical requirements. The second target group are teachers and specialists in the areas of vocational rehabilitation and inclusive vocational training, as well as teachers and social workers in vocational schools. The project lead to a broadening of competencies for the participating pupils and trainees, as well as for the project team members, the teachers and the specialists involved in the test trials. The dissemination and sustainability strategy was initially directed at the organisations within the project partnership, rather than at education providers, companies or integration services. This was done on both a national and European level. After the development partner tests the tools (intellectual output), they are implemented within the partnering organisation. In order to promote the transfer of results externally, the integration of project partners into national and European networks was very important. Each partner carrie dout multiplier events and other dissemination activities. The project was severely affected by the corona pandemic in the last half of the project period. A transnational projectr meeting, a transnational learnng/teaching/training event, several multiplier events and the final symposium could not be carried out as planned. The train-the-trainer workshop at the Berufsbildungswerk Mosbach-Heidelberg to test and introduce the diagnostic tools was a valuable further training for all experts to ensure the sustainability of the project results in the partner institutions.The 2nd LTTA event was planned as a workcamp with the title ""We are Europe"" with participants young people with disabilities in Northern Italy and had to be cancelled shortly before in the Corona risk area. The project was highly innovative and very complex. Four intellectual outputs are included as part of the significant results of the project: 1. Diagnostic tools (standardised diagnostics with self assessments and external assessments for cognitively impaired persons). The diagnostic tool captures the various dimensions of social and emotional learning competencies. 2. Manual on the importance of social emotional learning competencies (for instructors, teachers, etc.) 3. Concept for the promotion of social emotional learning competencies. The concept includes various areas differentiated by expertise, type and content. 4. Training modules for the participating teachers and specialists The tools that are target-group specific also contribute to further development and quality assurance in various occupational and business contexts, as well as in supporting and promoting learning. This is reflected in the implementation of vocational training for young people with cognitive impairments."