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Is the main benefit of the specific support offered by Second Chance School teams that it builds confidence, helping the youths who attend to realize their career plans, and even their life plans? This is the initial question at the origin of the research presented in this article. The use of the sociocognitive theoretical framework, and in particular the concept of the sense of self-efficacy, has inspired and clarified our analysis of data, both qualitative and quantitative, from young people attending Second Chance Schools. What comes to light is the importance of this sense of self-efficacy in maintaining the motivation of youths attending Second Chance Schools. More generally, our results tend to prove that, in order to help students move toward integration, it is necessary to take into account personal disposition, and in particular personal motivation.