The provision of multidimensional holistic support in mathematics for students transitioning from secondary school to university is identified as a challenge facing global education systems, including in South Africa. Ongoing attempts to select effective mathematics learning support reflect the enduring nature of a problem caused by a range of factors. Despite a wealth of literature on the topic there has been little effort to consolidate the diverse knowledge on this issue into a comprehensive, useful understanding. This study aims to close this gap by synthesising and integrating the disparate elements with the aim of producing a unified framework to address the problem. The research employs a comprehensive rapid literature review following PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The review concentrates on papers that investigate the impact of specific types of mathematical support; on those conducting analyses of the efficacy of distinct mathematical support approaches; and on those proposing solutions towards improving first-year South African university students' mathematical performance. To mitigate bias, the Rayyan AI-assisted literature review platform is utilised with the aim of promoting a rigorous, unbiased selection process. This rapid literature review reveals the absence of a unified framework for providing holistic mathematics learning support, which is a major obstacle to the provision of such support. The authors note that this deficiency can detrimentally impact students, underscoring the need for a comprehensive approach. The findings suggest that mathematics support can be enhanced by integrating the core elements of a holistic approach and acknowledging the interconnectedness and mutual influence of the various elements.