Students’ academic performance is strongly influenced by emotional and psychological factors, which has generated increasing interest in psychoeducational and pedagogical programs in education. Psychoeducational programs, focused on students’ emotional well-being, have proven crucial for improving self-esteem, motivation, and self-regulation capacity, which, in turn, enhances academic performance. Conversely, pedagogical programmes, centred on active and differentiated methodologies, optimize learning by encouraging participation and critical thinking. However, the combination of both approaches proves to be the most effective strategy, as it comprehensively addresses students’ academic and emotional needs. This integration contributes to an inclusive, personalized, and resilient educational environment, where students have the opportunity to develop both academically and personally. Despite the benefits, periodic and systematic evaluations are essential to ensure the effectiveness and sustainability of these programs. The personalization of learning and educational inclusion are key aspects that guarantee equity and academic success for all students.