In this chapter we first introduce the Norwegian concept and model for supporting the social inclusion of VET students at-risk of social exclusion with respect to combating school dropout and the promotion of transitions between various learning contexts, such as school and work, and discuss in the light of available studies, how the model works when applying the inclusion principle in practice. We explain the Norwegian definition of dropout, the support system available for the successful completion of VET. Furthermore, we describe the basis, the basics, and prospects of inclusion as a concept and principle in education, and then take a critical look at its implementation in practice with special regard to vulnerable students in VET. The second part of the chapter is based on findings from empirical studies in Norway during the EmpowerVET project.Based on individual qualitative interviews, we first describe how these students themselves experience and voice their opportunities, prospects, and limitations in the context of VET. Thereafter, we describe how two exemplary schools work in practice to support these students through their interpretation and implementation of the Norwegian principle and model for inclusion, “the best for the pupil/students” (The Education Act). In the final section of this chapter, we draw some conclusions based on the analysis and discuss the model and its implementation. © The Editor(s) (if applicable) and The Author(s) 2025. This book is an open access publication.
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