Objective: Low academic performance (LAP) is a concerning phenomenon in Mexico. Neuropsychology has emerged as a discipline to address this issue through executive functions. This study analyzed how anxiety, depression, academic stress, and executive dysfunctions (EDs) influence the academic performance (AP) of adolescents. Methods: A quantitative, non-experimental approach with correlational and explanatory scope was employed. 147 high school students from the state of Puebla (Mexico) participated. Results: Depression and coping with academic stress explained AP (R2 = 0.089, F = 7.013, p ≤ 0.001). Furthermore, better performance in tasks assessing inhibitory control (R2 = 0.190, F = 16.938, p ≤ 0.001), verbal working memory (R2 = 0.176, F = 10.185, p ≤ 0.001), phonological and semantic verbal fluency (R2 = 0.207, F = 12.415, p ≤ 0.001), abstract attitude, and comprehension of figurative meaning (R2 = 0.179, F = 10.403, p ≤ 0.001) also explained AP. Conclusions: The importance of considering depression, academic stress, and ED to understand and address LAP is hi- ghlighted, which will guide effective educational interventions.