Abstract
Family communication patterns play a critical role in shaping students’ academic outcomes by influencing motivation, emotional stability, and learning behaviours. This study examined how family communication patterns affect students’ academic achievement in public secondary schools in Nyeri County, Kenya. It focused on identifying dominant family communication styles—such as consensual, pluralistic, protective, and laissez-faire—examining their relationship with learners’ academic outcomes. The study was guided by family systems theory and adopted a mixed-methods descriptive correlational design. Data were collected from students, teachers, and parents using questionnaires and interview guides. Quantitative data were analysed using descriptive statistics and inferential techniques, including correlation analysis, while qualitative data were analysed thematically. Findings revealed a positive and statistically significant relationship between family communication patterns and academic achievement (r=.581, p=.000, N=400). The consensual communication pattern was most dominant and had the strongest correlation, which was associated with higher academic performance. The study was limited to public secondary schools in Nyeri County, which may affect the generalizability of the findings to other regions or private institutions. The study contributes to existing literature by providing context-specific insights into the role of family communication in academic achievement within Nyeri by showing how supportive communication combined with culturally grounded parental authority can influence students’ academic achievement in public secondary schools. The study established that positive family communication significantly drives students’ academic success, highlighting the urgent need for parents, educators, and policymakers to promote open, supportive parent-child interactions by strengthening parent-child communication strategies through school-based programmes, policy interventions, and strengthening family involvement in education to enhance learners’ performance and overall educational outcomes.