Introduction: Adolescence is a crucial stage for emotional and social development. Therefore, fostering emotional skills is key to improving well-being, social adaptation and providing tools to face the challenges characteristic of this period. This study evaluates the effectiveness of a program for developing emotional skills in adolescents. Method: The sample of this study is composed of 175 secondary school students with a mean age of 13.53 years ( SD = 0.523), distributed in 48% men, 51.4% women and 0.6 not specified. For this purpose, a quasi-experimental pretest-posttest design with a control group is used. The program consists of 25 activities, implemented during an academic year in the tutoring hour to develop emotional competencies. The statistical tests applied are the Mann-Whitney U Test for independent samples and for paired samples. The instruments used to measure the study variables are the Emotional Development Questionnaire for Secondary Education (CDE-SEC), the State-Trait Anxiety Questionnaire (STAI), the Emotional Regulation Questionnaire for Children and Adolescents (ERQ-CA), the Brief Resilience Scale (BRS) and the School Violence Questionnaire (CUVE3-EP). Academic performance was provided by teachers. Results: The results reflect a significant improvement in the emotional awareness and regulation skills, as well as an increase in resilience and academic performance. Likewise, a significant decrease was observed in the emotional suppression strategy, anxiety and different components of school violence in the intervention group. These results support the relevance of emotional education during adolescence and the tendency to improve the constructs that need more time. Discussion and conclusions: Working on emotional competencies in the classroom emerges as an effective tool for this purpose and the need for future research addressing the long-term effect of these interventions is highlighted.