The present study examines the implications of a pedagogical approach that views at-risk children as 'specialized needs' students lacking family resources, limiting their future educational and employment prospects. This approach deliberately addresses the distinctive needs of this population. The research investigates a case study conducted at an elementary school in Israel that includes at-risk students and which follows the proposed approach. Data were collected through semi-structured in-depth interviews with 15 at-risk students and 15 members of the teaching staff, as well as observations and document collection. Findings were analysed using qualitative-phenomenological methodology. Two main themes emerged: (1) differential responses to basic and optimal needs; (2) needs-supportive pedagogy. The findings demonstrate that the school adopts a pedagogical orientation wherein addressing at-risk students' lack of home functionality is considered a prerequisite for learning. Study participants described the school as a 'second home' providing for students' basic and optimal family needs, and fostering students' development through cultivating a sense of belonging, empowerment, and self-worth. From a theoretical standpoint, this study presents a pedagogical concept that enhances knowledge of school-based educational interventions for at-risk students. From a practical standpoint, it presents an organisational model that can be studied and applied in similar educational systems.