Mapping Contextual Facilitators and Barriers to the Development of Social-Emotional Competencies in Residential Care: Insights from Professionals’ Perspectives

Abstract

Background The development of social-emotional competencies (SEC) constitutes a significant challenge for educators working with children and young people (CY) in residential care (RC) under state protection. Despite recognition of the importance of SEC, there is limited guidance on standardized practices and protocols to support their development.

Objective This study explored professionals’ perspectives on facilitators and barriers influencing SEC in CY residing in RC.

Methods A qualitative, exploratory design was used, involving semi-structured interviews with 17 professionals (technical directors and members of technical teams with an average of 15 years of experience) in Portuguese institutions. Data were analyzed thematically following Braun and Clarke’s (2006) six-step procedure within an ecological framework.

Results The findings identified facilitators and barriers across five interrelated contextual dimensions shaping SEC development: professionals’ qualifications and training; intervention characteristics; social climate; team management and professionals’ emotional well-being; and external support and activities. Relationship quality, time availability, team stability, and working conditions emerged as transversal factors influencing all dimensions. While strong relational practices, professional commitment, internal supervision, and interinstitutional collaboration were perceived as key facilitators, the absence of structured intervention protocols, shortages of qualified staff, limited specialized training, and high workload were identified as major barriers. Overall, the study highlights the central role of contextual and relational conditions in promoting SEC in RC and underscores the need for structured, sustainable, and relationship-centered intervention models. The findings also provide a foundation for the future development of assessment tools and practice-oriented guidelines to strengthen SEC promotion in RC settings.