This article proposes an analysis of the socio-affective climate in the development of emotional competencies in the current context. Scientific studies show that socio-emotional competencies in teachers are related to the educational success of students. The progressive expectation presented by today's society has generated a series of changes and challenges that have not necessarily been accompanied by a parallel development of skills, competencies and instances aimed at promoting social coexistence among others, it has not been possible to find significant solutions, and even A deterioration of psychosocial well-being can be observed for reflection on the preponderant role of the academic environment in the development of socio-affective skills of students, therefore a space to promote vicarious learning, as well as to strengthen the motivation of students towards achievement of certain learnings. Finally, the intention is to make known a series of diversity in relation to for reflection on the preponderant role of the academic environment in the development of socio-affective skills of students.