This study explored how past students who attended the Learning Support Zone (LSZ) in Maltese secondary schools perceived their attendance at the LSZ and its impact on their home and work environments. In-depth interviews were conducted with eleven adults who attended the LSZ when they were in secondary school. Thematic analysis was used to elicit a set of themes. The findings highlight the multiple struggles that students with social, emotional and behavioural difficulties (SEBD) face. The narratives highlight the positive impact of the LSZ and its staff, but the families of these students were hardly involved. Social skills, independent living skills, and emotional literacy taught at the LSZ are believed to have helped these youths enhance their motivation and perceived self-worth and deal with adversities more effectively both at home and at work. The key recommendations of the study are the re-evaluation of inclusive policies within schools, consideration of the perspective of the students, better understanding, and monitoring of students with SEBD within schools, and more active involvement of all relevant stakeholders, especially families.