Secondary school students' academic achievement, parenting practices, and antisocial behaviour are significantly associated. The study aims to investigate the impact of parenting styles and antisocial behaviour on the academic achievement of secondary school students in Nasarawa North, Nasarawa State, Nigeria. Using a descriptive survey research design, data were collected from 327 secondary school students selected through a simple random sampling technique. Three standardized instruments, the Parental Authority Questionnaire (PAQ), Subtypes of Antisocial Behaviour Questionnaire (STAB), and Academic Achievement Questionnaire (AAQ), were used to measure parenting styles, antisocial behaviour, and academic achievement among secondary school students in Nasarawa North, Nasarawa State, Nigeria. Data were analyzed using multiple regression analysis at a 0.05 level of significance. Findings revealed that the authoritative (β = .380, p < .001) and permissive parenting styles (β = .140, p = .000) established a positively significant influence on academic achievement. However, the authoritarian parenting style established no significant influence on academic achievement (β = −.366, p < .001). Also, antisocial behaviour of bullying by students (β = -.447, p < .001) and stealing (β = −.034, p = .000) made a significant negative contribution to the influence on students‟ academic achievement in Nasarawa North, Nigeria. This shows that the act of bullying and stealing by secondary school students has a negative but insignificant influence on their academic achievement, meaning that an increase in bullying and stealing reduces the academic achievement of secondary school students. This study further highlights the importance of consistent parental supervision and open communication in influencing anti-social behaviour and academic achievement among secondary school students.

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