Building social-emotional skills: self-regulation and classroom climate in primary schools

Social and emotional skills (SES) are crucial for school success, helping students manage emotions, build relationships, and engage in learning. A bio-psycho-social approach suggests these skills result from interactions between physiological traits and environmental factors, yet this relationship remains underexplored. This study examined the interplay between Cardiac Vagal Tone (CVT), a physiological marker of self-regulation, and classroom climate perception in shaping SES among primary school students. Eighty-three children (ages 8–11; M = 9.22, SD = 0.72; 51 males, 37 females) completed self-reports on SES and classroom climate, while CVT was assessed via resting electrocardiogram. Results revealed that CVT alone did not predict SES but moderated the impact of perceived classroom climate. Students with higher CVT exhibited stronger SES, especially in supportive environments, while those with lower CVT were less responsive to positive climates. These findings underscore the importance of enhancing physiological self-regulation and fostering supportive classroom environments to promote equitable socio-emotional development.