A program of training in socio-emotional learning, carried out in the years 2009 - 2010 to 120 headmasters and teachers of two schools of poor contexts in Chile, and it´s effect in the teachers and the students, is described. It is based in a model of experiential learning that seeks out the development of socio-emotional competencies. Some topics were dealt in depth such as: emotional intelligence paradigm; self-esteem; school social climate and social coexistence; socio-emotional learning in school context; importance of affective bonds; family and socio-emotional development; bullying; resilience. Self-esteem of teachers and students from Kinder to 8th grade was assessed to provide evidence that support teachers training in socioemotional learning, and its impact on both teachers’ self-esteem and students’ self-esteem academic achievement. To evaluate the impact of the program all teachers, and the students with Very Low Self-Esteem, were re-assessed. Results show that the program improved self-esteem of teachers, students and school outcomes (Language and Mathematics).

Socio-emotional learning, Social coexistence; Teacher training, Educational intervention in poor contexts, Self-esteem.