Socioemotional Skills in Rural Contexts: Reflections and Evidence From Rural Secondary Schools in Peru

Abstract Based on research carried out in the Andes and the Amazon of Peru over five years, the chapter reflects and provides evidence on four current and in tension key aspects, when addressing the topic of socio-emotional skills: (i) The multiplicity of nomenclatures, frameworks of references and typologies on a wide range of socio-emotional skills that exist; (ii) The universal or relative view of socio-emotional skills in different cultural contexts; (iii) The vision as an end or means of socio-emotional skills, empirically delving into the role that socio-emotional skills would have to improve academic performance in rural contexts; (iv) The associated factors and the role of the school for the development of socio-emotional skills in rural contexts.