(Background) The development of emotional and social skills is increasingly recognized as fundamental in preventing antisocial behavior and gender-based violence. Early interventions focused on metacognitive development, particularly self-reflection and emotional recognition are essential for reducing violence fenomena and improve socio-emotional competence. (Objective) This study, part of the I4C initiative, aims to validate and standardize a research protocol that enhances school inclusion through innovative strategies, advancing emotional literacy and socio-relational skills. In this article we show preliminary data from pre-test phase to confirm revised structural components of DANVA-2-RV (Diagnostic Analysis of Nonverbal Accuracy 2 - Revised Version) instrument. (Methodologies) Individual administration of DANVA-2 was performed in First year Primary schools of Foggia Territory. (Results) The revised model of the DANVA-2 demonstrates a robust fit across various constructs analyzed. Trait Loading (CFI = 0.938, TLI = 0.915, RMSEA = 0.043, SRMR = 0.083), Correlation Among Traits (CFI = 1.000, TLI = 1.830, RMSEA = 0.000, SRMR = 0.036), Intensity (CFI = 0.545, TLI = 0.647, RMSEA = 0.081), Methods (CFI = 1.000, TLI = 1.000, RMSEA = 0.000, SRMR = 0.000): these results display a strong fit across traits, intensity, and methods, supporting the model’s capacity to measure the ability to recognize emotions effectively. (Conclusion) The findings suggest that the DANVA-2-RV model is a valid and reliable tool for assessing the ability to recognize emotions, offering a promising opportunity to be integrated into the I4C project as a standardized method to evaluate progress through students’ emotional abilities development. Further research is required to confirm these results across larger samples.