<p>Left-behind children (LBC) who are separated from their migrant parents have been the subject of research focusing on their overall well-being, with a particular emphasis on their academic performance. These empirical studies and literature synthesis findings indicate that LBC’s psychological, social, physical, and academic achievement well-being is lower than that of Non-left-behind children (NLBC). Thus, this groundbreaking systematic review sought to unpack the personal background of LBCs (such as province, grade, age, and migrant parents) and substantial factors in existing literature endeavors. This review also presents compelling evidence that elucidates the positive outcomes associated with parental migration and its consequential effects. Relevant studies were sought from trustworthy sources and assessed from January to April 2023, adhering to the PRISMA guidelines. After two authors’ independent screening of the title, abstract, and full text, 11 studies meeting the inclusion/exclusion criteria were examined. The findings revealed that eight eligible studies reported no notable variance in academic achievement between LBC and NLBC, whereas the remaining studies demonstrated that LBC outperformed NLBC. Furthermore, the age of LBC, the period and motives behind parental migration, and the methods of remittance within a household all play crucial roles in shaping the resilience of these children to their academic involvement and achievements. The results of the current review indicate the necessity for future research to delve into the impact of parental migration on the academic performance of left-behind children through the implementation of thorough and robust methodologies that reveal cause-and-effect relationships.</p>