Background: In recent years, the development of socio-emotional competencies has gained increasing relevance in educational systems, particularly in Latin America, where social inequality and emotional vulnerability continue to affect learning processes across educational stages. Emotional self-regulation is a key competence for academic success and well-being, and its development is strongly influenced by the affective relationships established in educational contexts.

Objective: To analyze the influence of pedagogical strategies centered on the affective teacher–student bond on emotional self-regulation in students from childhood and adolescence in educational contexts in Colombia, Ecuador, and Peru.

Methods: A quantitative, non-experimental, cross-sectional correlational–comparative design was employed. Simulated data were used from a sample of 720 students (360 children aged 5–7 years and 360 adolescents aged 12–16 years) from Colombia, Ecuador, and Peru. Emotional self-regulation was assessed using the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), while affective pedagogical strategies were measured through an adapted version of the Teacher–Student Relationship Scale. Descriptive statistics, Pearson correlations, and independent-samples t tests were conducted.

Results: The results revealed a positive and statistically significant relationship between affective pedagogical strategies and emotional self-regulation (r = .48, p < .01). Significant differences were found between educational stages, with higher perceptions of affective strategies in childhood and higher levels of emotional self-regulation in adolescence. This relationship was consistent across the three countries analyzed.

Conclusions: The findings highlight the central role of the affective pedagogical bond in fostering emotional self-regulation throughout the educational trajectory. Integrating affective-centered teaching strategies across educational levels may contribute to improving students’ emotional development, well-being, and educational equity in Latin American contexts.