Socioemotional development is a cornerstone of resilience and equity, especially for adolescents navigating contexts of vulnerability. This presentation showcases the results of a study on a short arts-based intervention program, implemented with a sample of Peruvian and Venezuelan migrant adolescents in Peru. The findings reveal that the intervention had a significant positive impact on the general well-being of Peruvian students. However, for Venezuelan migrant students, the benefits were more limited, showing a slight improvement that highlights their profound adaptation difficulties and the precarious state of their current well-being. Critically, within the migrant cohort, gifted youths were identified who face a "double invisibility": as a migrant population and as individuals with exceptional potential that often goes unrecognized. These results underscore the urgent need to redouble our efforts to design and implement more robust and culturally relevant socioemotional support systems in schools, thereby ensuring positive and equitable development for all vulnerable populations.