The research presents the results of a qualitative study conducted within the PNRR Safina Vitality project, and is focused on the transition from school to work for students with disabilities. The research involved 23 professionals from the educational and socio-educational sectors, including specialized support teachers in upper secondary schools, coordinators of Work-Based Learning Pathways (PCTO), and experts in inclusive education. The interviews explored four main areas: the challenges faced, the strategies adopted, the effective practices, and the future perspectives. Each participant answered four questions—one for each thematic area—yielding a total of 92 responses.

The analysis reveals a set of structural and cultural barriers that significantly impact the school-to-work transition process. Among the most frequently reported issues are the inadequacy of standard educational pathways for students with complex disabilities, the difficulty of engaging companies, the limited resources for school-based support, and the lack of local services capable of facilitating job placement after school. In regional contexts that struggle to respond to increasingly diverse needs, the urgency of reinforcing synergies between schools and external stakeholders becomes evident.

To address these challenges, schools and professionals implement highly personalized strategies, including extended tutoring—often beyond formally assigned roles—and co-designed pathways developed in collaboration with local services and organizations. A central role is played by the enhancement of soft skills and autonomy, promoted through hands-on and workshop-based activities, with particular attention to training in workplace safety.

To ensure the sustainability and broader impact of school-to-work transition programs, professionals recommend the early introduction of career guidance and work experience activities, continued mentoring beyond the end of formal schooling, and structured, ongoing collaboration between schools and the world of work. There is also a call to strengthen awareness-raising initiatives aimed at families and students, fostering a realistic understanding of skills, future opportunities, and limitations regarding employment.

In conclusion, the identified improvement pathways converge around a few key priorities: personalizing educational trajectories as part of broader life projects; promoting stronger integration between schools and social and health services; aligning school curricula with labor market demands; and fostering a culture of inclusion—also within companies—as a shared societal value. The ongoing data analysis outlines a complex and evolving landscape, marked by a strong need for dialogue and cooperation among institutions, communities, schools, and educational networks. It also highlights the importance of establishing dedicated roles—such as equal opportunity managers—appropriately trained to mediate among schools, families, employers, and services, by fostering trust-based and effective territorial networks.

Keywords: School, Work, Disability, Equal opportunity, Equal opportunity management.