Intercultural values and competences are crucial for life in today's multicultural world. Croatia, as a member of the EU and a country on migration routes, must prepare students to meet different cultures, promoting openness and acceptance to ensure respect for human rights and social progress. The Republic of Croatia strives to create an intercultural society that accepts different cultures, and socio-emotional learning enables children to develop skills for understanding and managing emotions, empathy, positive relationships and responsible decisions. Inclusive values emphasize children's right to quality education and their role as current citizens with rights and responsibilities, with support in the development of their autonomy, empathy, openness to differences, and skills for non-violent conflict resolution. The research examined the self-assessment of socio-emotional competences and inclusive values in high school students and their connection, analysing the variables of gender, class, type of school and size of place of residence. The aim was to determine the connection between high self-assessment of socio-emotional competences and inclusive values, emphasizing their importance for future civic action in a multicultural society. The results showed differences in self-assessment according to gender, class and size of place of residence, but not according to the type of school. Female students rated their socio-emotional competences higher, especially in self-control and relationship skills. Fourth-grade students had the highest social awareness, while second-grade students showed the highest social anxiety. Students from smaller towns assessed greater social isolation and anxiety. In the self-assessment of inclusive values, female students showed greater respect for cultural differences, while male students were more satisfied with the interaction. The association between socio-emotional competences and inclusive values was found to be significant.