<p>Extensive research has examined the impact of socioeconomic status (SES) on academic achievement, highlighting executive functions as the critical mechanisms linking the two. However, whether executive functions simultaneously serve as both the mediators and the moderators in the relationship between SES and academic achievement awaits thorough investigation. Ninety-eight studies involving 130,761 participants were included in this meta-analysis. By using one-stage meta-analytic structural equation modeling (OSMASEM), the present work revealed that executive functions concurrently mediated and moderated the association between SES and academic achievement, with modest effect sizes within a single analytical framework. Specifically, lower SES impaired executive functions, which in turn hindered the development of academic achievement. Meanwhile, the negative effect of low SES on academic performance was buffered by executive functions, with this negative impact being less significant for individuals with higher levels of executive functions. These findings advance our understanding of the multifaceted roles of executive functions in the relation between SES and academic outcomes. Importantly, the results underscore the potential value of incorporating executive functions–supportive practices into classroom instruction to foster academic success and advance equity in educational outcomes.</p>