This cross-sectional study investigates the influence of parenting styles and socio-economic status on the academic performance, emotional well-being, and behavioral development of adolescents. The sample consisted of 208 parents (79 females, 129 males) from both rural and urban schools, with a mean age of 39.62 years (SD = 5.36). Participants completed several validated instruments, including the Strengths and Difficulties Questionnaire and the Kuppuswamy Socio-Economic Status Questionnaire. The findings indicate that authoritative parenting was the most prevalent style, demonstrating strong positive correlations with prosocial behavior and the educational level of the head of the family, as well as a significant negative correlation with peer problems. Although less favored, authoritarian parenting was positively associated with academic performance and negatively correlated with emotional and behavioral issues. Conversely, permissive parenting, associated with lower educational attainment, exhibited a negative correlation with hyperactivity. Importantly, among rural adolescents, academic performance was inversely related to emotional and behavioral problems, while among urban adolescents, there were strong negative correlations between academic success and emotional symptoms, conduct problems, and hyperactivity. These results underscore the critical role of parenting and socio-economic factors in adolescent development and suggest the need for context-specific interventions to foster positive outcomes across diverse cultural settings.