In this study, seven-year-olds were given a test of emotion recognition (ER) based on faces and voices. Three aspects of the school climate were assessed: children’s well-being at school, positive relationships and negative relationships. Girls showed better greater ER than boys; children from socio-economically disadvantaged families showed lower ER than their better-off peers. Children attending schools with more positive relationships with their teachers and classmates, a greater sense of protection, and less violence had better overall recognition of emotions, and specifically of anger and fear.
Hillary Anger Elfenbein, Ariel Knafo-Noam, and Rotem Schapira (2020) The effect of school climate on emotion recognition. Social and emotional learning research abstracts, in press