The objective of this research was to determine the factors and actors involved in the emotional support of children in Peruvian elementary schools. Based on a descriptive design with a qualitative approach, the system was analyzed with the participation of six educational leaders using a structural analysis and cross-impact matrices (a prospective tool for consensus building). The results show the system to be highly unstable, with the most driving and dependent factors being the institutional curriculum and the incorporation of emotional education (EE) in the academic content. Both factors show the importance of the dimension of the curricular proposal in relation to the socio-family environment or governmental policies. The most influential actor turns out to be the Ministry of Education of Peru as the one responsible for conducting EE, ensuring the well-being of children. This study provides elements of strategic curricular planning for local and regional children's EE from a systemic perspective. [For the complete proceedings, see ED672804.]