This paper investigates the relationship between Scaffolding Instructional Strategies (SIS) and student academic achievement. Scaffolding is defined as the temporary support provided by an educator to help students’ master tasks within their Zone of Proximal Development. By synthesizing ten distinct scholarly reviews and empirical studies, this paper demonstrates that SIS significantly boosts student performance, increases engagement, and fosters independence. The findings suggest that achievement is highest when support is contingent on student needs and is systematically removed as competence grows. The paper concludes with recommendations for educators to integrate dynamic scaffolding into their daily pedagogy.