Frequent scientific research shows that transition moments are critical moments in the educational career of third-country nationals. This vulnerable group does not always end up in the most suitable place in education with the necessary consequences for their educational career and further career. Among other things, unconscious and well-intentioned mechanisms based on stereotypical images form the basis of this problem. We want to puncture stereotypical perceptions and assumptions in this project by focusing on high-quality and respectful interaction on educational careers between pupils, between teacher and pupil, between teacher and parents and between the school team.