Developmental Language Disorder not only affects linguistic competence, but is also associated with anxiety, depression, low self-esteem and social vulnerability. It additionally entails persistent difficulties in peer interaction and an increased risk of school victimisation. From a constructivist perspective, language is key to the categorisation and precision of emotional experience. The aim of this article is to synthesise the evidence on the language–emotion link in Developmental Language Disorder and to integrate the findings in order to propose a neuroeducational model of emotional competence applicable to school settings. A systematic review with narrative integration was conducted on empirical and theoretical studies on Developmental Language Disorder, emotion and education, including systematic reviews, longitudinal studies and qualitative research. Priority was given to work using validated measures of anxiety, regulation and social interaction. The results show four main patterns: (1) interaction difficulties and victimisation; (2) increased anxiety, mediated by intolerance of uncertainty and insistence on routine; (3) depressive symptomatology, linked to avoidant strategies; and (4) a limited verbal repertoire that reduces emotional granularity and self-regulation. In Spain, there is a clear scarcity of longitudinal and qualitative studies and a limited integration of emotional variables in research and educational policy. In conclusion, a neuroeducational model is proposed focusing on the enrichment of emotional vocabulary, training in flexibility under uncertainty, the promotion of adaptive regulation strategies and the strengthening of social participation, grounded in early identification and in a policy agenda that explicitly incorporates the emotional component of Developmental Language Disorder.