Resilience is studied among students in academic contexts, with particular attention to the construct of academic buoyancy, which refers to the heightened likelihood of success in academic settings and life despite the presence of adversity. This is increasingly relevant today considering the challenges faced by students. Indian classrooms are greatly influenced by the social hierarchies that maintain structures of caste, class, gender, and other socio-economic and demographic dimensions. These socio-demographic determinants can act as either risk or protective factors, thereby facilitating resilience outcomes. This systematic narrative hybrid review conducted based on PRISMA guidelines aims to examine the current scenario of academic resilience in Indian higher education, specifically with regard to socio-demographic determinants like gender, caste, class, religion and disability. It critically examines the existing research done in this domain in India while highlighting the gaps in current literature. Articles published in English between 1st January 2014 to 31st December 2024 in databases such as DOAJ, ERIC, Springer, Proquest and ScienceDirect were screened for this review. Selected studies which met this inclusion criteria (N=19) indicate that gender, religion, financial status, identifying as LGBTQ+ and geographical location are associated with academic resilience. The role of technology in bridging socio-demographic gaps in education during the COVID-19 pandemic was also examined in some studies. Although resilience research has gained attention, its focus remains limited in exploring the influence of socio-demographic factors, with far less emphasis on the intersection of these factors shaping resilience outcomes.