What insights from psychology and neurobiology exist regarding the relationship between emotions and cognitive school learning? Answering this initial question of the foundational theoretical and interdisciplinary study leads to a catalog of criteria as a framework for the second main question: Do scientific findings on the diverse significance of emotions for cognitive school learning find their reflection in key areas of educational pedagogy? The analysis reveals significant research and practical desiderata. In the state educational mandate and in relevant works on classroom climate and class management, this relationship has so far been overlooked, along with its corresponding negative consequences.