This work focuses on supporting young people in vocational training who have neurodevelopmental disorders such as DYS disorders, ADHD, or ASD. It highlights the importance of metacognition, meaning the ability to understand one’s own cognitive functioning and better regulate learning processes. Based on the PRESENCE model and the DYScerner toolbox, the goal is to help these young people build autonomy, self-confidence, and effective learning strategies. The study also proposes a mixed methodology, including questionnaires, interviews, and self-regulation tools, in order to assess the impact of this support.