Introduction: academic performance in basic education is determined by a complex interaction of cognitive, pedagogical, social, and emotional factors. Contemporary literature highlights the crucial role of the emotional climate in the classroom and the need for pedagogical strategies that encourage active participation. Objective: to systematize the available theoretical and empirical evidence on the influence of emotional education on the academic performance of basic education students, providing a comprehensive overview for researchers and educators.Method: a search for information was conducted in the Scopus and ERIC databases. A search strategy was employed using a combination of terms and Boolean operators. Theoretical methods such as documentary analysis, historical-logical method, and analysis-synthesis were used. Development: emotional education is conceptualized as a continuous educational process to enhance emotional competencies as an indispensable complement to cognitive development. Theoretical models highlight skills of perception, understanding, and emotional regulation. Empirical evidence shows that structured emotional education programs improve not only the classroom climate but also specific indicators of academic performance. Contextual factors significantly moderate the effectiveness of these interventions.Conclusions: there is a bidirectional relationship between emotional education and academic performance, with emotional skills influencing cognitive learning processes. The effectiveness of interventions requires a systemic approach involving teachers, students, families, and educational psychology professionals. The integration of emotional education into curricula emerges as a fundamental strategy for improving both academic performance and the comprehensive development of students.
Mendoza et al. (Sun,) studied this question.