The transition from school to work has become a political issue in Switzerland, because of its lengthening and complexification (Ryter & Schaffner, 2014). Youths with disabilities/special needs, but also those with linguistic or behavioural difficulties are often guided towards the 2-year Federal VET Certificate or towards a practical training. Both trainings were introduced in the last ten years as a low-threshold alternative to the 3 or 4-year Federal VET Diploma. There is still a need to question the adequacy between the requirement of these relatively new training paths and support measures on offer, and the skills and interests of the targeted youths. In aim to improve inclusion on upper secondary level it is also important to have a better understanding of different influencing factors on transition and early career success. We will present two quantitative studies on this topic: Study 1 “LUNA” is longitudinal and focuses on the low-threshold trainings (Hofmann, Duc, Häfeli & Lamamra, 2016). It is conducted by the University of Applied Sciences of Special Needs Education Zurich in cooperation with the Swiss Federal Institute of Vocational Education and Training Lausanne. One of our main questions is: What are the influencing factors for youths who stay on, respectively prematurely interrupt the training (PIT)? Theoretically we refer to the concept of fit, a central theme in works on transition (Singer, Gerber & Neuenschwander, 2014) and on research about PIT (Lamamra, Jordan & Duc, 2013; Stalder & Schmid, 2006). So far apprentices were surveyed twice (N=approx. 800): At the beginning of the training (t1: fall 2016) and at the end (t2: spring 2018). Ongoing analyses consider the differences between the “stayers” and the “leavers” regarding their situation at the beginning of the training. Study 2 “Enhanced Inclusive Learning (EIL)” focuses on 3 or 4-year VET education and training and secondary schools and conducted a cross-sectional survey. It is also implemented by the University of Applied Sciences of Special Needs Education Zurich in cooperation with the Luzern School of Social Work. The presentation will focus on well-being, performance and perceived support (e.g. compensation for disadvantages) of adolescents with disabilities and emotional/behavioural problems. Theoretically we refer of the concept of Seidel (2014), which describes the influence of competences of teachers, learning processes in education and individual capabilities of students on learning outcomes. Apprentices and students were surveyed with written questionnaires in their classes (N=900) and their teachers were also questioned (N=60).

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