This article attempts to explore the social dimension of Teamwork teaching in the Second Chance School. Reflected the views of Second Chance Schools educators on the psychosocial benefits and difficulties that arise in the students from the application of the method. The survey was conducted in a targeted sample of 15 educators through semi structured interviews. From the analysis of the results showed a level of psychosocial dimension, the positive effect of the method in collaborative learners in shaping attitudes and behaviors, communication, better social inclusion and integration. The difficulties learners identified at stereotypes and bias due to negative experiences of the formal education system, low self-image and lack of experience in teamwork.