A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola's anthropological framework, building on Lévi-Strauss' cross-cultural contrasts between diametric and concentric structured systems. Though a neglected research and policy domain, there is growing interest internationally in combining a focus on outdoor education with personal and social development for educational contexts of socio-economic exclusion. This action research study sought to evaluate socio-emotional benefits for children of keeping hens in school and its potential to provide teachers with an intervention for developing such socio-emotional competences in boys and girls, 5-9-years old, in a junior urban primary school of high socio-economic exclusion. The qualitative, focus group results revealed benefits for the children regarding responsibility, empathy, respect for the natural world, cooperation and relaxation. These were also perceived by their teachers, who additionally reported improvement in motivation and child-led, hands-on and peer-assisted learning processes.