02345cam a2200253 4500500 20260503041314.0 fre dc Glineur, Charles author Rutze, Fanny author Bossut, Elise author Lejeune, Éline author Joertz, Floriane author Seran, Loïc author Gianoultsis, Elena author Kumps, Audrey author Carton, Tabatha author School–family–residential institution relationships: Between interprofessional tension and negotiation dynamics 2026. 18 In contexts of institutional child placement, a third actor—the residential care institution—is added to the school–family relationship, transforming interactions around the child’s schooling and generating new sources of interprofessional tension. Based on a qualitative study involving twenty-four professionals, including eighteen social workers from general residential services and six primary and secondary education professionals, this article analyzes the tensions that may hinder collaboration between the education and child protection sectors in supporting children placed in care in the Wallonia-Brussels Federation. Three main categories of tension emerge from the analysis: intersectoral misunderstanding, rooted in diverging educational goals between overall child development and academic achievement; challenges related to the regulation of information sharing, balancing professional confidentiality with the need for pedagogical contextualization; and contrasting representations of the parents’ role, fluctuating between different expectations of parental involvement. The article highlights the negotiation dynamics these tensions call for, emphasizing their structuring role in interprofessional relationship processes. It thus contributes to a better understanding of the logics of coordination or fragmentation between sectors in the schooling of children in institutional care. La revue internationale de l’éducation familiale | 56 | 2 | 2026-03-30 | p. 73-97 | 1279-7766 https://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2025-2-page-73?lang=en&redirect-ssocas=7080 2228383 2228383