ABSTRACT One of the key factors in providing high-quality support in residential youth care (RYC) is developing a positive living climate. The role of group worker and his/her elaboration of the pedagogical praxis are particularly relevant in this regard. Despite its importance, the development of this pedagogical praxis in the current relational and societal context seems to be under pressure. In this study, we aim to investigate how care workers cultivate pedagogical praxis in RYC services. We aim to gain insight into (1) which pedagogical actions are considered as meaningful, (2) which struggles to influence this pedagogical praxis, and (3) how care workers deal with these struggles. Together with the participants, a qualitative research process was co-created. Care workers describe the importance of a basic pedagogy: a pedagogy that is not pre-structured but that allows one to reflect and act in a given situation. However, they mention different struggles on micro-, meso- and macro-level that put pressure on the development of basic pedagogy. On top of that, care workers describe a perceived unsafe context to work in. Actions to deal with this complex matter are described in terms of fight, flight or freeze reactions.