Promoting the well-being and school success of gifted underachieving students is one of the great challenges of the educational system. For years, numerous studies have tried to shed light on the factors associated with this phenomenon, while various interventions aimed at reversing this situation have been implemented and evaluated. The goal of this study is to identify interventions to reduce the underachievement of gifted students in Basic Education. To ensure its rigor and replicability, the systematic review was conducted following the PRISMA guidelines. The procedure was carried out in 3 phases and allowed the identification of 11 articles that respond to the research question posed. Their analysis shows that almost all the interventions attempt to reverse underachievement by intervening on motivational, socioemotional and environmental factors. Although the time frame is limited and constrains the potential for substantial change, the results invite us to consider aspects such as self-efficacy, self-regulation and environmental perceptions to guide gifted underachieving students towards school success.
José et al. (2026) studied this question.