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Emotional intelligence becomes more meaningful in the educational environment as it assumes an important social condition for the integral development of students. For this reason, the objective of this study was to establish the relationship between emotional intelligence and classroom social climate in elementary school students from rural schools in the commune of Ñiquén. This research was developed with 84 children, aged between 12 and 14 years old, from three rural schools belonging to the Ñuble region in Chile. The conclusion is that both emotional intelligence and classroom climate reached low scores in this population and that, although the correlations do not occur in a generalized manner, there is a relationship between both constructs. These results suggest the need to develop actions to optimize the personal and social variables of students in the classroom.