Impact on the development of socio-emotional skills on academic performance and school coexistence in basic education.

Abstract

This study analyzes the impact of socio-emotional skills development on academic performance and school climate among elementary school students. The research employed a quantitative approach, with a non-experimental, descriptive-correlational design. Standardized instruments were used to collect data on socio-emotional skills and school climate, while academic performance was obtained from official grade records. The results show that students with higher levels of socio-emotional skills demonstrate better academic performance and contribute significantly to building a positive school climate. Furthermore, a direct relationship was identified between a positive school climate and academic achievement. These findings confirm the importance of systematically integrating socio-emotional development into elementary education as a key component for promoting holistic learning, student well-being, and a harmonious school environment.