This paper investigates the mediating role of academic achievement on the relationship between parenting styles and psychological well-being. Parenting styles, typically classified as authoritarian, authoritative, and permissive, significantly influence children’s academic outcomes and overall mental health. The paper proposes that academic achievement serves as a crucial intermediary in this relationship, shaping the child’s sense of self-worth and emotional stability. Empirical studies and theoretical models are examined to explore how variations in parenting approaches impact children's academic success and, consequently, their psychological well-being. The implications for education systems, parental guidance, and mental health interventions are also discussed.