"The aim of the project was to support and sustainably motivate disadvantaged young people in their vocational training through international mobility in order to avoid dropouts. The strengthening of self-confidence as well as the recognition and expansion of own competences played an essential role.At the same time, teachers should have the opportunity to familiarize themselves with international standards in order to guide students along this path. Getting to know structures in the European context was aimed at expanding their own teaching practice as well as teaching teachers the possibility of an international assignment.Fifteen students (14 f / 1 m) from the two-year full-time school social assistance program took the opportunity to spend one in three compulsory 5-week internships abroad. Four students were not yet of age at the beginning of their mobility. 80% of the students need strong support in the fulfillment of school and organizational tasks. Mobility was a particular challenge for this student clientele and required thorough preparation, but above all accompaniment during the mobility phase.All apprentices were employed in day care centers in Iceland and Finland and fulfilled the requirements according to the training content of the social assistance: care of the children, carrying out activities, performing domestic tasks, supporting the local specialist staff. Taking into account that 80% of their language skills in English with max. ""A2"", the biggest barrier had to be overcome here. In addition, the working language was Icelandic in Iceland. Through a local language course with emphasis on vocabulary and topics for the day-to-day nursery practice, contact fears of the trainees were reduced and the implementation of their tasks was supported.All partner institutions have consistently provided positive feedback for the appearance and actions of the trainees.All students emphasized in the evaluation that mobility has taught them ""what I can do all by myself"", that they are able to confidently tackle tasks, deal better with problems and better assess differences due to cultural particularities.They want to motivate their fellow apprentices to take such an opportunity!3 Teachers teaching Social Assistance (English, Learning Area 1: Developing relationships with people in different life stages and life situations and recognizing and accompanying socio-educational processes, Learning Area 3: Acquiring and implementing basic domestic skills) and also always involved in traineeships perceive the possibility of a staff mobility.They had the opportunity to observe and discuss work processes in an intercultural context in children's institutions, to conduct collegiate lectures in the classroom and to exchange intercultural pedagogical concepts, curriculum development and quality assurance. At the same time, they were available to the trainees as contact persons.The inclusion of this content in the teaching of social assistance enables them to work even better to attract apprentices for mobility. The self-assessment statements also indicate that the primary goal of gaining practical skills for current work and professional development has reached almost 70%.After our predecessor project ""Motivation through Mobility"" (carried out by Kath. Jugendhaus eV), our training course in social assistance from 2015-17 already had the possibility of internships abroad, the continuation of this project for the August-Sander-Schule was due to the very positive experiences of great importance. It is a continuous continuation of the strategy of providing special support to disadvantaged students, thus offering them greater opportunities in the labor market. At the same time it enriches the training course social assistance. The already approved application for the continuation of the project (2019-2021) makes this component an integral part of the training."