Neuroscientific Perspectives on the Influence of School Emotional Climate on the Development of Social-Emotional Skills in Primary Education

Abstract

The present study explores the interactions between school emotional climate and the development of socio-emotional skills in primary school students from a neuroscientific perspective. It discusses how positive or negative emotional experiences within the school environment can modulate key brain functions related to self-regulation, empathy, and social skills. Through a theoretical review and a qualitative field study in five educational institutions, determinants of the emotional climate and their neuropsychological implications on child learning and well-being are identified. The results highlight the importance of affectively healthy educational environments to optimize brain and emotional development during childhood.