Family adjustment plays an important role in supporting a child’s academic responsibilities. This quantitative research aimed to explore the relationship between family adjustment and academic engagement among primary school students. The findings revealed a strong and significant positive correlation between the two variables (r = .619, p < .001), indicating that better family adjustment is associated with higher academic engagement. The study also observed a slight but meaningful difference in family adjustment levels between female students (M = 3.59) and male students (M = 3.43). Similarly, a small yet significant difference was noted in perceptions of academic engagement based on teacher gender, with female teachers reporting a mean score of 3.61 and male teachers reporting a slightly higher mean of 3.80.