A study analyzed how Arabic diglossia affects children’s emotional intelligence, emotional intensity, and emotion identification among 250 Israeli Arabic-speaking children in fifth and seventh grades. These children, all native speakers of Palestinian Arabic, were assessed on their Trait Emotional Intelligence (EI), their perception of emotional intensity, and their ability to identify emotions in both spoken Arabic (SpA) and standard Arabic (StA). Results indicated that children demonstrated higher Trait Emotional Intelligence and perceived greater emotional intensity in SpA compared to StA. No differences in emotional intensity perception were found between the two grade levels. Additionally, children preferred SpA expressions over StA to represent their feelings. The findings underscore the role of diglossic Arabic in shaping social-emotional skills, suggesting that SpA facilitates easier emotional expression and may carry more significant emotional weight due to its prevalence in daily interactions. This research offers valuable insights into the socio-emotional effects of diglossia, enhancing understanding of its influence on emotional development and informing educational strategies in Arabic-speaking environments.