Vol. 8, Issue 1, Part A (2026)

Children’s academic success and psychological well-being are closely associated with their capacity for adjustment within school and social environments. Family conditions, particularly parental involvement and emotional support, play a decisive role in shaping this adjustment. Maternal employment has often been perceived as a factor influencing children’s development, either positively through economic stability or negatively due to reduced parental time. The present investigation examines differences in academic, social, and emotional adjustment among children of working and non-working mothers. The study sample comprised 100 school-going children, including 50 children of employed mothers and 50 children of non-employed mothers, selected from urban and semi-urban settings using purposive sampling. Children’s adjustment was assessed using a standardized Adjustment Inventory for School Students. Statistical analysis involved the computation of Mean, Standard Deviation, and independent sample t-tests. The results indicate that while differences exist in certain domains of adjustment, maternal employment alone does not determine overall adjustment. The findings emphasize that the quality of parenting, emotional availability, and family support systems are more influential than mothers’ employment status in promoting healthy child adjustment.