Boredom in educational settings is a phenomenon that has gained increasing attention due to its potential negative impact on students’ motivation, competence development, and performance. It characterizes a negative, deactivating achievement emotion, which typically arises in the context of frontal instruction if learning or performance tasks lack activity, relevance, and control in the eyes of students. To enable educators to counteract boredom and its detrimental effects, this chapter provides an overview on antecedents, correlates, and consequences of boredom in educational settings, especially social-interactive environments, thereby emphasizing an individualistic cultural perspective, which mirrors educational approaches in many Western (European) and Anglo-American countries. Theoretically, the role of boredom is approached through the lens of Control-Value Theory, which posits that aspects of the learning environment in conjunction with students’ characteristics determine appraisals of low/high control and value, which, in turn, predict the emergence of qualitatively different achievement emotions that may influence learning, competency development, and individual performance. Complementarily, this chapter summarizes current educational research with a specific emphasis on studies investigating boredom in interactive learning environments in both school and higher education contexts, e.g., experiments conducted in schools, and university courses fostering communication competencies. Predominantly using cross-sectional designs and correlational analyses with questionnaire data, only a few studies integrated experimental and longitudinal approaches, encompassing measures of change and/or behavioral data. In essence, this chapter underscores the necessity for a more comprehensive understanding of boredom in diverse learning contexts and emphasizes its potential implications for designing effective and emotionally supportive educational interventions.