Preventing school dropout requires interprofessional work that addresses in a coordinatedmanner the multiple individual, school and structural factors that lead a young person to leaveformal schooling. This study examines the configuration of interprofessional work that isdesigned and implemented in two Municipal Departments of Education in Chile to prevent thetruancy and dropout among students in secondary education from becoming a situation ofsocial vulnerability. Data were produced through in-depth interviews with a total of 63individuals, including municipal-level and school level professionals, parents and students.These two cases show contrasting models in their approaches. The first model is oriented tooffer psychosocial support so that adolescents can develop their life project. Psychologists,social workers and teachers, under the leadership of the municipal-level coordinator and theschool principal, deploy relational agency and relational expertise to develop commonknowledge; and students feel that their needs are addressed. In the second case, the modelfocuses on the prevention of truancy and school dropout. The expertise provided bypsychologists and social workers fails to expand the practices of teachers; and students pointout that psychosocial intervention is more of a barrier than a support. These results highlightthe importance of designing psychosocial supports that consider students' voices and the needto prepare professionals for coordinated interprofessional work that aligns motivations towork together