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Socio-emotional education is established as one of the main challenges of current education. From this perspective, the objective of this article is to identify the socio-emotional competencies of secondary school students that influence school coexistence. For this reason, the present qualitative work addresses a systematic review of the literature of the last 5 years, between 2020 and 2024, in empirical articles extracted from journals indexed in the ERIC, SCIELO, SCOPUS and REDALYC databases, according to the research question: what are the socio-emotional competencies of secondary school students that influence school coexistence? The analysis of the reviewed articles includes aspects such as: the identification of the emotional competencies of secondary school students, socio-emotional learning models and the importance of educational programs based on the development and strengthening of socio-emotional competencies for the optimization of the school climate. Among the main socio-emotional skills that influence school coexistence, there are: emotional awareness, social awareness, emotional regulation, self-control, responsible decision-making and the skills necessary to relate assertively with others; skills necessary to face the challenges of an educational and social context in constant transformation. Therefore, the relevance of training programs in socio-emotional skills aimed at both students and teachers arises.
