A complex interaction of individual, familial, institutional, and socio-economic factors shapes the academic achievement of secondary school students. Among these, parental characteristics—particularly the employment status of mothers—have attracted increasing scholarly attention in recent decades due to the expanding participation of women in the workforce and the traditionally central role of mothers in children’s educational and emotional development. This study examines the impact of mothers’ employment status on the academic achievement of secondary school students through a comparative analysis of an advanced district and a primitive district of West Bengal. The study is grounded in the recognition that the effects of maternal employment are not uniform but are deeply influenced by regional development, availability of educational resources, and socio-cultural contexts.

The primary objective of the study is to analyse whether the employment status of mothers significantly influences students’ academic performance at the secondary level and to assess how this relationship differs between districts with contrasting socio-economic conditions. West Bengal provides an appropriate setting for such a comparative inquiry due to its pronounced regional disparities in literacy, infrastructure, female workforce participation, and educational facilities. While advanced districts are characterised by higher levels of urbanisation, economic diversification, and institutional support, primitive districts continue to face challenges such as poverty, limited schooling resources, informal employment patterns, and lower female literacy rates. These differences create varied environments in which maternal employment may operate either as an academic advantage or as a constraint.

The study adopts a comparative descriptive research design and utilises both quantitative and qualitative methods. A representative sample of secondary school students from Class IX and X was selected from both an advanced and a primitive district, ensuring proportional representation of students with employed and non-employed mothers. Academic achievement was measured using students’ performance in standardised school examinations, while data on mothers’ employment status, educational background, household income, and parental involvement were collected through structured questionnaires. Qualitative insights were obtained through interactions with students, mothers, and teachers to understand the lived experiences behind the observed academic trends.