Services Professionals in Chile: Working Conditions and Well‑Being in Vulnerable School Settings

This article researches the working conditions of support services professionals in vulnerable schools in Chile, school actors who, despite being marginalized from the pedagogical center, play a fundamental role in the educational process and support of the students. It has been considered as theoretical references: social support, the job demands and resources model, and symbolic violence. A qualitative methodology was used, involving semi‑structured interviews with these professionals. It was subsequently analyzed using a content analysis model. The study draws attention to how relational factors, peer support, and participatory leadership emerge as processes of deterioration and motivation in the face of the development of occupational well‑being. At the same time, it problematizes the lack of institutional mechanisms that promote the care and recognition of this group, revealing a tension between the structural demands of the education system and the well‑being of its workers.