Abstract
The significance of parental involvement, academic resilience and school adjustment has been understated, particularly in the northern part of the country. The study examined the relationship between parenting involvement, academic resilience and school adjustment among public secondary school students of Sokoto State. Two hypotheses were tested, i.e., there is no significant relationship between parenting involvement and academic resilience and there is no significant relationship between parenting involvement and school adjustment among public secondary school students of Sokoto State. The correlational research design type was used. A sample of three hundred and sixty one (361) students was used as the subject for this study. Three instruments were used for the data. The collected data was analyzed using Pearson Product Moment Correlation. The two null hypotheses were rejected based on the research findings, and the findings indicated that Parental involvement was found to have a significant influence on academic resilience among public secondary school students of Sokoto State and the school adjustment of such students is been affected by their parental involvement. The research concluded that there is a significant correlation between parenting involvement and academic resilience, and parental involvement was also discovered to have a significant correlation with school adjustment. The study recommended among other things the need for schools to organize training workshops aimed at educating parents about strategies to foster resilience in their children. These workshops can focus on building skills such as emotional regulation, problem-solving, and goal-setting. By providing parents with practical tools and knowledge, they can better support their children in overcoming academic challenges, ultimately enhancing students' resilience.

Keywords
Parental Involvement, Academic Resilience and School Adjustment