The aim of this study is to examine which factors in the learning environment and teachers’ attitudes may influence mathematics anxiety among students in preschool class through grade 3, as well as to investigate the consequences mathematics anxiety may have for students. The study was conducted as a systematic literature review. Scientific articles were retrieved from the databases ERIC, SwePub, and Google Scholar. In total, 14 articles were analyzed. The material was analyzed using thematic analysis.The results show that several factors in the learning environment contribute to the development of mathematics anxiety among younger students. Central risk factors include time pressure, competition and social comparison, harsh or insufficient feedback, as well as unclear instructions and goals. Teachers’ attitudes and ways of talking about mathematics have a significant impact on students’ emotions and motivation. Feelings of safety, positive relationships, and emotional support emerge as protective factors. Mathematics anxiety is also associated with low self-confidence, avoidance behaviors, and decreased performance over time.To prevent mathematics anxiety and strengthen students’ motivation and learning, teaching needs to be characterized by clarity, security, supportive feedback, and a positive classroom climate. Early interventions are crucial to counteract long-term negative consequences for students’ learning in mathematics.