This paper examined how emotion awareness and school climate relate to the academic achievement of higher secondary students and how the two factors interact in students' everyday school experience. Using an integrative literature review design, the study drew on peer-reviewed journal articles, books, reports, and dissertations on emotional competence, school environment, and academic outcomes among adolescent learners. The reviewed evidence indicates that emotion awareness supports students' emotional regulation, resilience, motivation, and classroom engagement, and that a school climate marked by positive teacher-student and peer relationships, safety, inclusiveness, and institutional support is associated with stronger emotional regulation and better academic outcomes. Taken together, the findings point to emotion awareness and school climate as interconnected influences on students' overall development, mental health, and long-term learning, with implications for teachers, school administrators, counsellors, and policymakers seeking to build supportive learning environments.