The general aim of this paper is to form and develop prosocial behaviors in order to prevent school failure and to promote a unified and positive school environment, with no social exclusion, with the purpose of improving students' academic and social results. Recent research shows that educational institutions should concentrate not only on students' cognitive development but also their socio-emotional skills. In doing so, teachers consistently aim developing student socio-emotional competences therefore building a positive learning environment favorable to academic learning. Social and emotional development should be on the teacher's agenda, they need to understand the great importance of social competence, and the strong link between cognitive, emotional and social competences to better implement them will foster the development of a healthy and inclusive educational climate. In other words, students that are not happy in school are not able to easily focus or learn. Results show how such projects that develop social skills and behaviors are necessary and implicitly lead to school performance.