Feedback is often considered to be a key element in strengthening pupil’s motivation and success. This review aims to provide clarifications regarding this question. First, we will cover the different meanings of feedback and other closely related terms. Second, we will expose the main categorizations of feedback and will propose an academic feedback typology. Then, we will focus on a particular category, attributional feedback, and examine its consequences on pupils’ academic achievement. In conclusion, and as knowledge stands at present, we will suggest some precautions regarding the prompt use of feedback, in view of the attentional resources it may call for.