Four strong narratives from a team of multiagency workers who support students with social, emotional and behavioural difficulties- as well as their families and schools- form the keystone of this book. The approach to revealing truth and meaning in the work and for lives is essentially autobiographical. Although specifically situated in an English Local Authority, the emerging themes are potentially universal in nature and may resonate across educational and social situations where the aim is to improve value, meaning and belonging for all young people, especially those who struggle to find their way. The Narrators have backgrounds in Education, Health (including psychology and mental and emotional wellbeing) and Social Care and are generous in sharing approaches to practice as well as useful resources in their work. This work ranges from supporting students with attachment difficulties to young people who have suffered loss or are disconnected, disenfranchised or excluded from what is commonly defined as mainstream education in various ways. The recent history of agency and multiagency collaboration in education (in England) is briefly examined, revealing various approaches to good practice in this work and also evidence of sometimes dissonant discourses. In a modest way, and in a true spirit of collaborative advantage, it is hoped that the study may enhance the reflexivity of practitioners, benefitting the students with whom they work and perhaps proving of interest, use and inspiration in their work of accompaniment and communicativity with students, schools and families.