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Over the last five years (2020–2025), Peruvian secondary education underwent critical transformations, primarily driven by the COVID-19 pandemic, which disrupted traditional educational paradigms. This study aimed to analyze the academic performance of Peruvian secondary students through a qualitative systematic review of scientific literature published during this period. Using the PRISMA methodology, ten peer-reviewed studies were selected from major databases such as Scopus, SciELO, and Redalyc. The findings revealed that academic performance was influenced by a wide range of interrelated factors, including family environment, mental health, motivation, technological integration, socioeconomic segregation, and lifestyle habits. Family support and emotional stability proved crucial for academic self-efficacy, while depression, stress, and family dysfunction negatively impacted performance. Moreover, the implementation of emerging educational technologies and activities like physical exercise and transcendental meditation were associated with improved learning outcomes. It was concluded that academic achievement in Peruvian secondary education is shaped by a complex web of variables, demanding comprehensive educational policies that address the emotional, social, and technological realities of students.
