The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students' emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the 'Sentituz 10-12' programme is effective in improving students' social competence and the quality of student-teacher relationships, whereas the 'Sentituz 12-14' programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes.