The Early leaving from education and training (ELET) affects one in five young people between ages of 18 and 24 (Eurostat, 2019), with significant differences by sex and social class, and even greater by national origin. This article analyzes the impact of social class and origin in the key factors of school (dis)engagement as well as the relevance of the processes of school and local accompaniment in educational transitions. This work is part of one of the two spin-offs carried out in the municipalities of Sabadell and El Prat de Llobregat from the FP7 project Reducing Early School Leaving in Europe (RESL.eu, 2013-2018), focusing on data obtained in the latter. In addition to confirming differences by social class and national origin, our results underline the impact that guidance and counselling practices have on these students in schools and in out-of-school local resources and their articulation with school engagement to promote transitions to post-compulsory education stages.