The project untangles the knots of pivotal and expert work phases. It develops guidance and support practices in the expert service system through six work packages. The work packages, implemented with a dialogical development approach, target key points in the child's and young person's educational path, starting from early childhood education and progressing to choices made at the end of secondary school. The focus is on mapping the necessary support measures and developing the expertise of professionals, reflecting on the experiences of young people and their guardians. The work packages integrate the development of pedagogical expertise, discussions about responsibilities and obligations, and discussions about education and civilization. The project arises from the question of why a young person is in preparatory education (TUVA). The goal is to understand why a young person seeks or ends up in TUVA: some students' educational paths are very heterogeneous and discontinuous, why some students do not engage in studies, and who should support them, when, and how. On the other hand, for some young people, TUVA serves as a support for finding their own path and as an incentive to progress in their studies. For them, TUVA is already a support measure. We exclude special vocational institutions TUVAs and TELMAs from the project and aim to gather information on the effectiveness of expert collaboration and support systems in general education. The main target groups are experts in the service system who daily encounter children and young people in the social, educational, guidance, and teaching fields. Indirect target groups are vulnerable children, young people, and their parents and guardians. At the beginning of the project, an initial survey of existing information is conducted: projects implemented by various actors and other support models in use. The voices of TUVA students and their parents/guardians are heard through interviews. The interviews inquire about perceived support needs and their backgrounds: why the student is or has been in TUVA, what kind of support they received or would have needed to advance their studies, and what kind of support parents/guardians received or would have needed. The results include: a. Promoting collaboration and competence development among teaching and guidance practitioners and various expert service providers to untangle key points. b. Providing participatory parenting support knowledge for different professional groups as part of the educational and school path. The project seeks to contribute to the emergence of a culture and society that promotes well-being and safety, and to highlight times, places, and spaces for early intervention to promote a good life for vulnerable children and young people.