The study established a strong, positive, and statistically significant relationship between parenting at home and students’ academic performance. Home-based parental practices particularly homework supervision, provision of scholastic materials, and regular discussions about academic progress were found to be critical determinants of learners’ academic outcomes in Isingiro District. Homework supervision emerged as the most prevalent practice, recording the highest mean score (M = 4.27), with over 85% of respondents reporting frequent involvement. This practice was associated with improved understanding, disciplined study habits, and increased learner confidence. Provision of scholastic materials also showed a high level of parental involvement (M = 4.11) and demonstrated a very strong positive relationship with academic performance (r = 0.844, β = 0.844, p < 0.001). Regular parental discussions on academic progress equally recorded a high mean score (M = 4.11), contributing to learner motivation, accountability, and responsibility. Parental participation in school-based activities was comparatively lower (M = 3.74), largely due to socio-economic and time constraints; however, strong home-based support helped offset this limitation. Regression analysis further confirmed that parenting at home significantly predicts students’ academic performance (β = 0.447, p < 0.001), with parenting practices explaining 20% of the variance in academic outcomes (R² = 0.200).