Trust is considered a fundamental basis for the design of pedagogical relationships in social work. Although the concept is attributed high relevance in professional theoretical discourses, it often remains vague. Building on attempts to define the concept of trust, this contribution analyzes the significance of trust processes in residential child and youth welfare (KJH) as a specific organizational form within the field of educational support (HzE). Trust as a prerequisite for (social-)pedagogical action in residential child and youth welfare is placed in the context of a debate on professional attitude, which is examined as a trust-promoting aspect. In academic discourse, professional attitude as a component of social pedagogical professionalism is ascribed the function of preventing abuse of power and boundary violations of all kinds (e.g., sexual violence) as well as the resulting loss of trust.