Purpose: Dysgraphia, a specific learning disability, impairs writing fluency, coherence, and legibility, posing significant academic, social, and professional challenges. This study explores its multifactorial nature, examining neurological, cognitive, motor, psychological, and environmental causes. It emphasizes early diagnosis, standardized tools, and holistic interventions to address dysgraphia effectively. By synthesizing current research, the review offers insights into improving outcomes for affected individuals. Design: This study employs a systematic review of secondary data from peer-reviewed journals, book chapters, conference proceedings, and credible online databases. It critically examines recent literature to identify key research objectives, gaps, and potential solutions, with a focus on integrating advanced technologies like neuroimaging and AI-based tools into dysgraphia diagnosis and intervention. Findings: The review highlights the need for a multidisciplinary approach that blends traditional handwriting training with advanced technologies. It identifies gaps such as a lack of culturally sensitive diagnostic methods, limited focus on adult dysgraphia, and insufficient longitudinal research. Resource equity, teacher training, and public awareness are emphasized as critical for fostering an inclusive and supportive environment for individuals with dysgraphia. Originality/Value: This study synthesizes diverse research to offer a comprehensive understanding of dysgraphia's complexities. By addressing critical gaps and proposing innovative strategies, it underscores the importance of equitable, accessible solutions that integrate traditional and technological approaches to support individuals across life stages. Paper Type: Review paper