This study examined the impact of authoritarian parenting on children's psychological well-being and academic performance in Makindye Division, Kampala District, Uganda. The objective was to assess the relationship between parenting style, emotional health, and academic outcomes among primary school pupils. A descriptive correlational research design was employed, using adapted versions of the Parenting Styles and Dimensions Questionnaire (PSDQ) and the Psychological Well-Being Scale (child-adapted), alongside academic performance records. Data were collected from 306 pupils using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed that a majority of children experienced moderate levels of authoritarian parenting, characterized by high control and low emotional warmth. Authoritarian parenting was significantly negatively correlated with psychological well-being (r = -0.472, p < 0.01) and academic performance (r = -0.389, p < 0.01). Conversely, psychological well-being was positively correlated with academic performance (r = 0.531, p < 0.01), indicating that emotional health plays a key role in academic success. Pupils from authoritarian households scored lower across all academic subjects, with an average exam score of 56.4%, compared to 71.5% for those from non-authoritarian homes. Based on these findings, the study recommends the implementation of community-based parenting education programs to promote supportive parenting practices. Schools should also integrate emotional support services and train teachers to identify and respond to students’ psychological needs. Policy makers are encouraged to develop family-centered initiatives within national education strategies to foster healthier home environments for children. While the study contributes valuable insights into the parenting–academic performance nexus, limitations include its cross-sectional design, reliance on self-reported data, and limited generalizability. Future research should consider longitudinal methods and broader samples to explore cultural and socioeconomic influences on parenting and child outcomes.