ABSTRACT
The solidity of social-emotional skills has become a useful tool related to success in the lives of individuals. Some statements claim that a high level of IQ does not ensure assertiveness when acting or making good decisions, but that there must be a balance between it and socio-emotional intelligence. What concerns social-emotional education cannot be simplified as a look inside, but represents a greater complexity, although it leads the subject to self-centeredness;individual concreteness, to discover their inner strength, promote personal growth and the construction of their own identity, its purpose is not individualism, but it is a collective consciousness, where competences such as self-knowledge, self-regulation, autonomy, empathy and collaboration come into play. The present research was carried out in the pandemic situation caused by the COVID-19 virus, it pursues the objectives of a more clearly understanding of socio-emotionalskills development process, in addition to identify the factors that prevent their acquisition, as well as explaining the benefits that individuals can achieve by promoting these abilities. This is channeled by an interpretative paradigm to analyze the phenomena in which the participating subjects are involved;how certain factors interfere with the development of social-emotional skills. This is linked to a qualitative approach, thus focusing on the experiences of the sample in question. The process takes the methodology of the case study due to the small number of students who manifest socioemotional limitations. Data collection was carried out through interviews, observation guides, file research and anecdotal recording. These techniques and instruments made it possible to systematize the information obtained and then schematize them. It was found that there are different factors that influence the development of the emotional intelligence, such as parents, parenting style, teaching intervention, psychological, psychiatric or neurological issues, as well as the disposition and motivation of students. It is concluded that socio-emotional skills are not innate, but it is necessary to activate them, they are influenced, limited or propitiated, by the particular life experience, in the same way they are not acquired at the same pace. Another relevant point is the teaching preparation necessary to achieve a socioemotional solidity, in order to lead students to emerge the best version of themselves.