In this article we argue that the asset-ba sed app roa ch is one exp lana tion for sustainability in programm es supporting vulnerable children. We structure our argument by formu lating five questions and then pursuing tentative answers to them. We start our contention by highlighting
the particularity of the challenges faced in schools to support vulnerable children. We then consider the common denominators in programmes that have show nevidence of sustainable practices for supporting vulnerable children. This is followed by a deliberated link of the identified sustainability factors (e.g. common denominators) with the assetbased approach as a theoretical framework. Subsequently, we consider why the asset-based approach can be considered in terms of su pporting vulnerable children in education. We indicate the similarities between the asset-based approach and current discourses focusing on the notion of schools as nodes of support and care. We conclude by suggesting that knowledge of asset-based good practices could be shared with fam ilies in school-based sessions, thereby develop ing schoo ls',families' and communities' capacity to support vulnerable children.