Abstract
The family is a vital social institution that influenced children’s cognitive, emotional, and academic development. In Nigeria, changing family structures, particularly rising divorce rates, widowhood, and economic instability, increased the prevalence of single-parent homes, exposing children to educational disadvantages. In Sokoto Metropolis, these challenges are compounded by pervasive poverty and weak community-based support systems. Although studies have explored family background variables in relation to academic outcomes, few have examined the combined influence of child-rearing practices and socio-economic status (SES) within single-parent homes in Northern Nigeria. The paper investigated the relationship between child-rearing practices, SES, and academic performance among senior secondary students from single-parent homes in Sokoto Metropolis. Correlational research design was adopted, involving 346 Senior Secondary II students purposively chosen from 21 purposively selected public schools. Data were gathered using a validated researcher-developed questionnaire on parenting practices and SES, alongside performance tests in English and Mathematics. Data analysis, conducted using Pearson Product Moment Correlation and Multiple Regression Analysis at a 0.05 significance level, revealed significant negative relationships between child-rearing practices of single parents (by death r = -0.487; by divorce r = -0.499) and academic performance. Similarly, SES of single parents (by death r = -0.343; by divorce r = -0.387) correlated negatively with academic outcomes. Notably, child-rearing practices of divorced parents emerged as the strongest predictor of student performance. The study recommended targeted psychosocial support, welfare interventions, and parent education programs to enhance academic outcomes for children in single-parent homes.